June 15-18, 2011
From Here to the Horizon
Conference Program
i
June 15-18, 2011
From Here to the Horizon
Conference Sponsors
Office of the President
College of Nursing
College of Arts and Science
College of Education
College of Kinesiology
College of Pharmacy
& Nutrition
College of Medicine
College of Engineering
Edwards School of Business
Centre for Continuing &
Distance Education
Education Media &
Production
Facilities Management
Division
Consumer Services
STLHE Sponsors
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June 15-18, 2011
From Here to the Horizon
Acknowledgements and Thanks
Conference Abstract Reviewers (listed alphabetical by first name):
Adam Chapnick, Alec Aitken, Alice Cassidy, Anne Marie Ryan, Anurag Saxena, Billy Strean, Brad Wuetherick, Catherine Black, Christine Arnold, Dana Paramskas, Deb Bennett,
Diane Raymond, Eric Kristensen, Erika Kustra, Erin DeLathouwer, Eunice Friesen, Frank
Bulk, Gail MacKay, J. Hugo Cota-Sanchez, Jay Kalra, Jaymie Koroluk, Jim Greer, Joanna
Szabo Hart, John Grant McLoughlin, Kim West, Krista Trinder, Laura Taylor, Linda Ferguson, Lisa Krol, Liv Marken, Marcel D’Eon, M.J. Barrett, Margaret Wilson, Marie Krbavac,
Mary Wilson, Michelle McGinn, Nancy Van Styvendale, Nick Baker, Pammla Petrucka,
Richard Schwier, Saira Mall, Sean Polreis, Serene Smyth, Shaun Longstreet, Sheryl Mills,
Steve Reid, Tereigh Ewert-Bauer, Tim Molnar, Vernon Bachor
Special thanks to the team of U of S faculty and staff who volunteered so much of their
time to help make this conference a success. Thanks also to Sylvia Avery and members
of the executive of STLHE, our conference sponsors, and the folks from Information
Technology Services (ITS), Conference and Catering, Education Media Access and Production (eMAP), and Facilities Manangement Division (FMD) at the University of Saskatchewan who worked beyond the call of duty.
Finally, deepest appreciation to the staff of the University Learning Centre and The
Gwenna Moss Centre for Teaching Effectiveness, particularly Donna, Frank, Gina,
Corinne and especially Brad and Christine for many, many hours of dedicated (and
sometimes unglamorous) work.
Conference Committee
STLHE 2011 Conference Committee Chairs
Conference Co-Chairs: Jim Greer, Linda Ferguson
Conference Coordinators: Brad Wuetherick, Christine Anderson
Committee Chairs: Rick Schwier, Marcel D’Eon and Edwin Ralph,
Cyril Coupal, Gina Koehn, Liv Marken, Kim West
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June 15-18, 2011
From Here to the Horizon
Table of Contents
PREFACE
Inside cover: Sponsors.......................................................ii
Concurrent Session Three -Title/Locations/Author(s)...........110
Acknowledgements and Thanks.........................................iii
Concurrent Session Three - Full Abstracts...........................114
Schedule at a Glance.........................................................v-vii
Poster Session - Title/Locations/Author(s)............................137
On Campus Information....................................................viii
Poster Session - Full Abstracts............................................143
Welcome letters................................................................ix-xv Friday June 17 - At a Glance..............................................180
Opening Plenary...............................................................xx
Concurrent Session Four - Title/Locations/Author(s)............181
Closing Plenary.................................................................xxi
Concurrent Session Four - Full abstracts.............................185
Christopher Knapper Lifetime Achievement Award............xxii
Concurrent Session Five - Title/Locations/Author(s)............210
Alan Blizzard Award..........................................................xxiii
Concurrent Session Five - Full Abstracts.............................214
Alan Blizzard Plenary - Abstracts.......................................236
CONFERENCE PROGRAM
Concurrent Session Six - Title/Locations/Author(s)..............240
Wednesday June 15- At a Glance......................................1
Concurrent Session Six - Full Abstracts .............................245
Preconference - Title and Location.....................................2
Concurrent Session Seven - Title/Locations/Author(s).........269
Preconference Abstracts....................................................4
Concurrent Session Seven- Full Abstracts . .......................273
Thursday June 16 - At a Glance.........................................16
Concurrent Session Eight - Title/Locations/Author(s)...........297
Opening Plenary...............................................................17
Concurrent Session Eight - Full Abstracts ..........................301
Concurrent Session One- Title/Locations/Author(s).............18
Saturday June 18 - At a Glance..........................................325
Concurrent Session One- Full Abstracts.............................22
Concurrent Session Nine - Title/Locations/Author(s)...........326
Roundtables - Title/Locations/Author(s)..............................47
Concurrent Session Nine - Full Abstracts ..........................329
Roundtables - Full Abstracts..............................................52
Concurrent Session Ten - Title/Locations/Author(s).............348
Christopher Knapper Lifetime Achievement Award............81
Concurrent Session Ten - Full Abstracts . ...........................352
Concurrent Session Two- Title/Locations/Author(s)............83
Closing Plenary ................................................................372
Concurrent Session Two - Full Abstracts.............................87
Corresponding Author Index..............................................373
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June 15-18, 2011
From Here to the Horizon
Schedule at a Glance
Wednesday June 15
Time
Activity
Venue
7:30 am - 7pm
Registration
Murray Building (first floor main foyer)
8:30 am - 9am
9am - 4:30 pm
Breakfast (just for morning and all-day pre-conference workshops)
Arts Building
All Day Pre-Conference Workshops
Arts Building
9am - 12pm
Morning Pre-Conference Workshops
Arts Building
10:30am - 11am
12pm - 1pm
1:30 pm - 4:30 pm
Nutrition Break (just for morning and allday pre-conference workshops)
Arts Building Lunch Arts Building
(just for registered pre-conference participants)
Afternoon Pre-Conference Workshops
Arts Building
2:30 pm - 3:00 pm Nutrition Break Arts Building
(for all-day and afternoon preconference workshops)
5:00 pm - 5:30 pm Newcomers and Graduate Students’ Reception Outside in the Bowl
5:30 pm - 7pm
Welcome Reception
Outside in the Bowl
Thursday June 16
7:30 am - 5:30 pm Registration
Murray Building (first floor - main foyer)
7:30 am - 8:30 am Breakfast
Arts Building 8:30 am - 9am
Opening Welcome and Announcements
Arts 143/146
9am - 10:15 am
Opening Plenary
Arts 143/146
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June 15-18, 2011
From Here to the Horizon
10:15 - 10:45 am
Nutrition Break
Arts Building
10:45 - 11:35 am
Concurrent Sessions 1
Arts Building
11:35 - 1:15 pm
Lunch
Outside in the Bowl
12:10 pm - 1pm
Roundtable Discussions
Arts Building
1:10 pm - 2 pm
Feature Session - Chris Knapper Lifetime
Achievement Award
Arts 143
2:10 pm - 3pm
Concurrent Session 2
Arts Building
3pm - 3:30 pm
Nutrition Break
Arts Building
3:30 pm - 4:20 pm Concurrent Sessions 3
Arts Building
4:30 pm - 5:30 pm STLHE AGM
Arts 143
4:30 pm - 7pm
Poster Session
(with wine & cheese)
`
Biology/Geology Atrium
Friday June 17
7:30 am - 3:45 pm Registration
Murray Building (first floor - main foyer)
7:30 am - 8:30 am Breakfast
8:30 am - 9:20 am Concurrent Sessions 4
Arts Building
9:30 am - 10:20 am Concurrent Sessions 5
Arts Building
10:20 am - 11am
Nutrition Break
Arts Building
11 am - 12 noon
Alan Blizzard Presentation
Arts 143
Arts Building
12 pm - 1:30 pm Lunch
1:30 pm - 2:20 pm Concurrent Sessions 6
Outside in the Bowl
2:30 pm - 3:20 pm Concurrent Sessions 7
Arts Building
3:20 pm - 4 pm
Arts Building
Nutrition Break
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Arts Building
June 15-18, 2011
From Here to the Horizon
4pm - 4:50 pm
Concurrent Sessions 8
5:30 pm - 9:30 pm Banquet
Saturday June 18
Arts Building
Western Development Museum (off campus)
8am - 9:30 am
Registration
Murray Building
8am - 8:30 am
Breakfast
Arts Building
8:30 am - 9:20 am Concurrent Sessions 9
Arts Building
9:30 am - 10:20 am Concurrent Sessions 10
Arts Building
10:20 am -10:45 amNutrition Break
Arts Building
10:45 am - 12 pm Closing Plenary
12 pm - 12:30 pm Poster Awards/Closing Remarks
Arts 143/146
Arts 143/146
Meetings & Special Events
STLHE Board of Directors Meeting - Tuesday, June 14th - All Day - Faculty Club Boardroom
EDC Board of Directors Meeting - Wednesday, June 15th - 12:00 to 1:30 pm - Murray Building, Room 50.12
College Sector Educators Community (SIG) Meeting - Wednesday, June 15th - 4:30 to 5:30 pm Murray Building, Room 102
Canadian Writing Centres Association (SIG) Meeting - Wednesday, June 15th - 1:30 to 4:00 pm Murray Building, Room 50.12
TA and Graduate Students Advancement (SIG) Meeting - Wednesday, June 15th - 4:30 to 5:30 pm - Murray
Building, Room 50.12
CJSOTL Editorial Board Meeting - Wednesday, June 15th - Location and Time TBD
3M Fellows Reunion Dinner - Thursday, June 16th - Faculty Club - 6:30 pm
For more information about the 3M Fellows Reunion dinner (and to reserve your place), please contact Ron
Marken at rnm690@mail.usask.ca.
Alan Blizzard Award Luncheon (hosted by McGraw-Hill) - Friday, June 17th - Faculty Club - 12 noon to 1:30
pm. For more information about the Alan Blizzard Award Luncheon, please contact John Thompson at jontom@
sasktel.net.
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June 15-18, 2011
From Here to the Horizon
On Campus Information
The Gwenna Moss Centre for
Teaching Effectiveness - Murray Building
Our centre will be open during the conference with limited
staff. If you need quick access to a computer, photocopying or local telephone calls please drop by. We also have
two meeting spaces in our centre if you require a place to
meet with colleagues during the event. We would love to
have you visit our centre so whether you need any services
as listed above, or not, please feel free to drop by and have
a look around.
University Learning Centre
Murray Building
The Main Libray in the Murray Building is home to the University Learning Centre. On the ground floor of the library
there is a Starbucks Coffee and plenty of comfortable seating for conference particpants to enjoy. Please drop in and
have a look around.
Campus Security (including emergencies)
University Bookstore
Marquis Hall
Monday - Friday 8:30 a.m. -4:30 p.m.
Convenience Store/Snack food
The Campus Cove - serves pizza, burritos, etc.
Wednesday and Thursday 11:15 a.m. - 11:00 p.m.
Friday and Saturday 11:15 a.m. - 12:00 a.m.
Macs - sells fruit, milk, yogurt, sandwiches
Wednesday and Thursday 7:00 a.m. - 11:30 p.m.
Friday 7:00 a.m. - 12:00 a.m.
Saturday 8:00 a.m. - 12:00 a.m.
Taxis
Quality Cabs: 306-651-8888
Blue Line Taxi: 306-653-3333
Saskatoon Radio Cabs Ltd: 306-242-1221
United Cabs Ltd: 306-652-2222
Comfort Cabs: 306-664-6464
966-5555
Computer Facilities
Computers available for the public (no password required)
are available on the Ground Floor of the Murray Building
near Starbucks.
Our conference volunteers will be happy to help
you locate any of these services and answer any
other questions you might have about the U of S,
City of Saskatoon and conference activities.
Parking
For conference attendees, we recommend parking at either
Lot 4 near the Education Building (watch for directional
signs) or the Stadium Parkade, on College Drive across
from the U of S campus. These lots have $4 flat rate per
exit.
Bank ATMS
Upper Place Riel - BMO, RBC, Affinity Credit Union
Lower Place Riel - CIBC, TD, Scotia
Pharmacy - Upper Place Riel,
Monday - Friday 10:00 a.m. - 3:30 p.m.
Campus Computer Store
Monday - Friday 8:30 a.m. -4:30 p.m.
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June 15-18, 2011
From Here to the Horizon
Welcome Messages
W
elcome to the 31st Annual STLHE conference hosted
at the University of Saskatchewan. We are pleased to
welcome you and anticipate an exciting, energizing, and
thought-provoking conference. In our call for abstracts,
we asked participants to address our theme: From Here
to the Horizon: Diversity and Inclusive Practice in Higher
Education. Your response was phenomenal and as a result,
we offer you a conference of 167 concurrent sessions,
25 round table discussions, 32 posters, 9 pre-conference
workshops, and unlimited networking opportunities. These
presentations provide the framework to explore creative
practices in education, experiential learning, scholarship of
teaching and learning, innovation with technology, learning
communities, and transformational curricular design.
In addition, we have provided a separate stream for the
scholarship of teaching and learning, a change we hope you
will find useful. As our theme From Here to the Horizon
indicates, conference attendees will have the opportunity to
explore the horizons of our understanding of teaching and
learning, and to look to the future.
Our plenary session with Dr. Jeanette Norden, “Promoting the intellectual
and personal development of students in a way that embraces diversity”,
will start the conference with thought-provoking and searching ideas. Her
session will focus on creating safe learning environments that welcome
diversity and enrich learning for all students. Our final plenary with Dr.
Buffy Sainte-Marie will address the challenges of the call-for-action in
aboriginal education in Canada and internationally. We anticipate that these
two sessions will ensure that ideas addressed in the plenary and concurrent
sessions will not end here but will stimulate dialogue and debate throughout
the world of higher education.
We are pleased to welcome you to our campus, to Saskatoon, and the
never-ending sky and horizons of Saskatchewan. To our presenters, thank
you for sharing your expertise, creativity, and innovation with conference
participants. To all attendees, we hope you will enjoy this conference and
take away many ideas that you can use to make your teaching practice more
innovative and inclusive of diversity.
Enjoy!
Linda Ferguson, College of Nursing
Jim Greer, University Learning Centre
& Gwenna Moss Centre for Teaching Effectiveness
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June 15-18, 2011
From Here to the Horizon
31st Annual STLHE Conference
Message from the STLHE President
Dear Colleagues
Over a hundred years ago, around midnight, whistles were sounded for an
important announcement that had just arrived by telegraph. The people of
Saskatoon got out of bed to know why the streets were getting crowded.
Celebrations lasted throughout the next day and night.
The Provincial Government had decided that the first University in the province was to be located not in Regina,
as most had expected, but in Saskatoon. On July 29, 1910, Sir Wilfred Laurier, Canada’s first Francophone Prime
Minister laid the corner stone for the first College of Agriculture building. In his remarks, he said: “Education is
truly patriotism, for it is the best heritage which a people can have given them…better than gold and diamonds.
Let all who can, come to this University to the service of mankind”. Walter Murray, the university’s first president
christened it, “The People’s University.”
Today, this proud university, which is home to over 19,000 students, hosts STLHE’s signature conference on
teaching and learning with the same enthusiasm it inherited when the town folk celebrated its birth. We are
fortunate to participate in four days of festive learning, and also to rekindle friendships and enjoy western
hospitality at its best.
We experienced this hospitality during our site visit last February when we met President McKinnon, Provost
Fairbairn, Vice Provost Ward, Dean Barber, and several faculty members. Their generosity and excitement is also
personified in the team from the Gwenna Moss Centre for Teaching Effectiveness (GMCTE) who had invited us
and are your conference hosts. I hope you will get a chance to say hello to Jim Greer and Linda Ferguson, cochairs, STLHE 2011 Conference, and to Brad Wuetherick, the Conference Coordinator. They have put together an
outstanding program for our benefit. We are also grateful to their team – to Christine, Tereigh, Kim, Corinne, Liv,
Jaymie, Frank, Marcel, Gina, Rick, Edwin, Cyril, and many more who you will see as your greeters, guides, and
facilitators.
This beautiful campus and the intimate settings in which all the sessions are held will undoubtedly inspire deep
conversations, leading to new experiences. This is especially true because of the conference theme “From Here
to the Horizon: Diversity and Inclusive Practice in Higher Education”. Indeed, embracing the diversity of the
learner, reflected in unique learning approaches, cultural and ethnic backgrounds, and multiple intelligences
is what we cherish as a Society. We want to honour this university’s call to action on Aboriginal education. We
want to explore inclusive practices further at this 31st STLHE Conference.
If this is your first STLHE conference, accept an especially warm welcome from our members, known to be the
most caring group of educators in the country. I also hope we will get a chance to speak with each other over
the next few days. Let the whistles blow and the celebrations begin! Let us pay tribute to those who came before
us and imagined the heritage we enjoy today. Let us carry this proud tradition and do the same for our students
and for their children. Join your gracious hosts and me by making this a fantastic conference and a memorable
experience!
Best wishes,
Arshad Ahmad, President, STLHE
3M National Teaching Fellow
x
June 15-18, 2011
From Here to the Horizon
Welcome to the STLHE 2011 annual conference and welcome to the University of
Saskatchewan. We are particularly proud to host the conference this year and I am very
excited to see the theme of the conference focused on diversity in higher education.
Our beautiful campus on the banks of the Saskatchewan River is situated proudly on land
which boasts a rich heritage of First Nations peoples and is now shared with all people of
the province through Treaty Six. Our growing focus on Aboriginal education for all
students, faculty and staff is a significant commitment. A good portion of the conference
program and much of the cultural activity surrounding this year’s conference will also
focus on First Nations, Métis, and Inuit people of Canada and Indigenous peoples beyond
our borders. I am very pleased that you will have an opportunity to hear from Dr. Buffy
Sainte Marie, who in addition to her primary doctoral degree, also holds an honourary
doctorate from the University of Saskatchewan.
The University of Saskatchewan is also a place of innovation. With its eleven
professional Colleges, one unified College of Arts and Sciences, and three
interdisciplinary Graduate Schools, there is a broad array of academic opportunity for our
students. A new emphasis on innovative academic programming is resulting in new
opportunities in internationalization, environment and sustainability, and experiential
learning. The presentation from Dr. Jeanette Norden, your other conference keynote
speaker, is greatly anticipated by faculty, especially those from our many Health Science
colleges.
I invite you to explore our campus as well as its adjacent research park, Innovation Place,
and the Canadian Light Source. I invite you to explore our city, with its beautiful river
valley and the Wanuskewin Heritage Park nearby. And I welcome you to engage with all
your friends, both old and new, at this year’s conference.
Brett Fairbairn
Provost and Vice President Academic
University of Saskatchewan
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June 15-18, 2011
From Here to the Horizon
xii
June 15-18, 2011
From Here to the Horizon
Premier of Saskatchewan
xiii
June 15-18, 2011
From Here to the Horizon
Message from the Honourable Rob Norris
Minister of Advanced Education, Employment and Immigration
Government of Saskatchewan
On behalf of the Government of Saskatchewan, I am pleased to
welcome you to the 31st Annual Society for Teaching and Learning
in Higher Education. I am confident you will enjoy your time at the
University of Saskatchewan and take advantage of the many unique
offerings of the City of Saskatoon.
The Ministry of Advanced Education, Employment and Immigration is
proud to work with our academic partners to support a post-secondary education system that is characterized by innovation, inclusive ness, effectiveness and responsiveness. We are committed to forward-thinking excellence in
programming that utilizes resources and perspectives from around the world to enrich learning experiences.
The University of Saskatchewan is home to world class research facilities with globally celebrated initiatives in nuclear research, support for agricultural research and development,
and the Canadian Light Source among others.
It is therefore fitting that you have chosen to explore the theme ‘Diversity and Inclusive
Practice in Higher Education.’ As teachers your hard work, dedication and commitment to
excellence will provide the tools and resources students need to excel in their field of study
and in their chosen career path.
Educators leave an indelible mark on our community. We are privileged to host you in Saskatchewan, and hope you enjoy your stay.
Rob Norris
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June 15-18, 2011
From Here to the Horizon
xv
June 15-18, 2011
From Here to the Horizon
xvi
June 15-18, 2011
From Here to the Horizon
xvii
June 15-18, 2011
From Here to the Horizon
Congratulations
2011 Alan Blizzard
Award Recipients
Back row (L to R):
Krista Trinder,
Megan O’Connell,
Peggy MacLeod,
Erin Beckwell,
Arlis McQuarrie
Front row (L to R):
Doreen Walker,
Peggy Proctor,
Nora McKee,
Marcel D’Eon,
Darlene Scott,
Pat Wall,
Jane Cassidy
was developed by a committee including
Chris Knapper (President, 1982-1987),
Alan Blizzard (President, 1987-1995),
Pat Rogers (President, 1995-2000), and Dale
Roy (Coordinator, 3M National Teaching
Fellowship). The Award honours Alan Blizzard
in promoting the vision and practice of
collaborative teaching for deep learning.
The team submission was coordinated by
Peggy Proctor, School of Physical Therapy,
University of Saskatchewan.
The Society for Teaching and Learning in Higher
Education and McGraw-Hill Ryerson are pleased
to announce the 2011 Alan Blizzard Awards for
distinguished collaboration in Canadian university
teaching and learning.
The 2011 Alan Blizzard Honourable Mention
Award is given to a six-member computing
science team from the University of Alberta
and the University of Denver, whose
collaborative project began in 2004.
This team was selected as second place
The 2011 Alan Blizzard Award first place is awarded for its outstanding collaborative project,
to the project “Saskatchewan Interprofessional CMPUT 250: Computers & Games,
Problem-Based Learning.” This exemplary
with the team submission coordinated
project involves the collaborative teamwork of a
by Sean Gouglas, Director of Humanities
twelve member health care team from the University Computing, University of Alberta.
of Saskatchewan, University of Regina, and
Saskatchewan Institute of Applied Science and
The Alan Blizzard Award was established
Technology. This collaborating began in 2000.
by the Society for Teaching and Learning
in Higher Education in partnership with
McGraw-Hill Ryerson as sponsor to encourage,
Award Plenary
identify, and publicly recognize those
whose exemplary collaboration in university
Friday, June 17
teaching enhances student learning.
Arts 143 11:00 to 11:50 am
The concept for the Alan Blizzard Award
lE PriX AlAn BlizzArd
STLHE is grateful to McGraw-Hill Ryerson for
continuing sponsorship of the Alan Blizzard
Award through Patrick Ferrier, President of
the Higher Education Division, and Marlene
Luscombe, Market Development Specialist.
2011 marks the 12th year of the Alan
Blizzard Award partnership between
STLHE and McGraw-Hill Ryerson.
AlAn BlizzArd AWArd
Recognizing and Celebrating Distinguished Collaboration in University Teaching and Learning
xviii
ABA 2011 announcement.indd 1
5/18/11 11:40:28 AM
June 15-18, 2011
From Here to the Horizon
Fred Phillips (Professor of Accounting)
receives the 3M National Teaching Fellowship the HIGHEST TEACHING HONOUR in Canada.
Yes. He’s one of ours.
THE GWENNA MOSS CENTRE FOR
TEACHING EFFECTIVENESS
edwards.usask.ca
Many graduate students are called upon to teach or to act as tutorial
leaders, lab demonstrators, markers, or tutors. The Gwenna Moss
Centre for Teaching Effectiveness provides resources to support
teaching at the University. They offer workshops and courses on
teaching especially for graduate students. For information on special
courses or graduate students such as GSR 989, GSR 982, GSR 984
and a new course on Instructional Fundamentals please visit the
website www.usask.ca/gmcte
network
– Built and Powered by SaskTel
THE UNIVERSITY LEARNING CENTRE
The University Learning Centre (ULC) offers academic support
for all students. Located in the Murray Library (Room 106) there
are resources for study skills and tutoring. Of specific interest
to graduate students is a series of graduate writing workshops,
which cover topics from proofreading to proposal writing. These
workshops are led by faculty writing specialists and happen
periodically during the regular term. One-to-one writing help
is available at the ULC in the form of basic tutoring: online or
drop-in in Murray 142.For more information on the ULC visit the
website at www.usask.ca/ulc
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xix
June 15-18, 2011
From Here to the Horizon
Opening Plenary
Thursday June 16th, 8:30 – 10:15 am
Arts 143/146
Dr. Jeanette Norden , Vanderbilt University
Jeanette Norden, Ph.D., is a Neuroscientist and Professor of Cell and Developmental Biology in the
Vanderbilt University School of Medicine. For over 20 years, she conducted research on nerve regeneration, focusing on GAP-43, a protein involved in nervous system development, regeneration, and plasticity. Since 1998, she has devoted her time to medical/graduate/undergraduate education. Dr. Norden is
currently a Master Science Teacher and the Director of Medical Education in the Department of Cell and
Developmental Biology at Vanderbilt University. She has been a maverick in Medical Education, stressing not only intellectual, but also personal and interpersonal development in students. Her emphasis on
personal development and her innovative approach in integrating ‘humanity’ into a basic science course
has been recognized at Vanderbilt and nationally.
Promoting the Intellectual and Personal Development of Students in a Way
that Embraces Diversity
This keynote presentation will focus on how to create a safe learning environment in which both the
intellectual and personal development of students may be stimulated. Creating such an environment
allows diversity in all of its forms, from differences in learning styles to differences in cultures and
worldviews, to be appreciated. Examples from Dr. Norden’s own teaching of medical, graduate and
undergraduate students will be used to illustrate how such an environment can be “transformative” for
students.
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June 15-18, 2011
From Here to the Horizon
Closing Plenary
Saturday June 18, 10:45 - 12:30 pm
Arts 143/146
Dr. Buffy Sainte-Marie
Dr. Buffy Sainte-Marie, PhD, was a graduating college senior in 1962 and hit the ground running in the
early Sixties, after the beatniks and before the hippies. All alone she toured North America’s colleges,
reservations and concert halls, meeting both huge acclaim and huge misperception from audiences and
record companies who expected Pocahontas in fringes, and instead were both entertained and educated
with their initial dose of Native American reality in the first person.
In 2009 Buffy Sainte-Marie released her eighteenth album Running for the Drum, which just won Buffy
her third Juno Award. Packaged in tandem with the bio-documentary DVD Buffy Sainte-Marie: A Multimedia Life, the two disks together give audiences a glimpse into the life and work of this unique, always
current artist. (Full bio can be found at www.usask.ca/stlhe2011)
Facing the Challeges of Aboriginal Post-Secondary Education: The Nihewan Foundation
and the Cradleboard Teaching project
Dr. Buffy Sainte-Marie will be addressing the challenges facing universities in responding to the call-foraction on aboriginal education in Canada and around the world. In particular, she will be discussing the
work of the Nihewan Foundation and the Cradleboard Teaching project.
xxi
June 15-18, 2011
From Here to the Horizon
Christopher Knapper Lifetime Achievement Award Presentation
Thursday, June 16 from 1:10 to 2:00 pm
Arts 143
The Venn Diagram that is My Working Life:
What Higher Education Researchers Know
and What Instructors Do
Dr. Gary Poole, University of British Columbia
In higher education, we continue to lament the apparent disconnection between a
large body of evidence on effective teaching and current teaching practice — two
circles in a Venn diagram that barely overlap. We may believe that this disconnection would never be tolerated in other fields, though, in reality the challenge of
translating research findings into practice is shared widely — from health professions (see Brown, et al., 2009; Haynes & Haines, 1998) to higher education (see
Carey, 2010). As illogical as it may seem, informing practice with good evidence is hard to do. It turns out that
there are a number of good reasons for this difficulty, and we will look at some of them in this session.
We will also look at some of the significant challenges associated with amassing evidence via educational research in the first place, and how educational researchers must manage the expectations of practitioners who
want to know “what works.” In this context, we need to look closely at the concept of “expertise.” What does
expertise mean in teaching and learning and what happens when our colleagues come to realize that expertise
rarely results in expedient educational solutions?
Biography
Gary Poole is one of the most well known and respected figures in Canadian educational development. In 1992
he became the first director of SFU’s Centre for University Teaching and was at SFU for 12 years before moving
down the mountain to UBC. He recently retired as Director of the Centre for Teaching and Academic Growth
and the Founding Director of the Institute for the Scholarship of Teaching and Learning at the University of British
Columbia.
He served for 10 years on the Steering Committee of STLHE, and for four years as our fourth president, during
which time it is fair he changed the face of the organization and put it on a much more professional footing, with
a permanent secretariat, expanded external partnerships, institutional memberships, and engagement in a comprehensive strategic planning exercise.
His organization of the wonderful annual meetings of educational developers each February in Vancouver led to
the establishment of the Educational Developers Caucus which is now such an important part of STLHE. He was
also very active in the establishment of the International Society for the Scholarship of Teaching and Learning, of
which is about to become President.
Gary is an educational leader, writer, award winning teacher (he earned a 3M Teaching Fellowship in 1994), educational broadcaster, sportsman, and fashion model (hence the extraordinary sight of me in a suit).
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From Here to the Horizon
Alan Blizzard Award Plenary
Friday, June 17th, 11:00 am to 12 noon
Arts 143
A presentation by the 2011 Alan Blizzard Award recipients from the Interprofessional Problem-Based
Learning program at the University of Saskatchewan, University of Regina, and the Saskatchewan Institite of Applied Science and Technology, as well as the presentation of the Alan Blizzard Honourable
Mention Award to the CMPUT 250 - Computers and Games - team from the University of Alberta.
Saskatchewan Interprofessional Health Sciences Problem-Based Learning Project:
Project Team Members:
•
Peggy Proctor - School of Physical Therapy, University of Saskatchewan
(submission coordinator)
•
Marcel D’Eon - College of Medicine, University of Saskatchewan
•
Arlis McQuarrie - School of Physical Therapy, University of Saskatchewan
•
Jane Cassidy - College of Pharmacy and Nutrition, University of Saskatchewan
•
Doreen Walker - College of Pharmacy and Nutrition, University of Saskatchewan
•
Nora McKee - Department of Family Medicine, University of Saskatchewan
•
Pat Wall - College of Nursing, University of Saskatchewan
•
Mary M. Peggy MacLeod - College of Nursing, University of Saskatchewan
•
Darlene Scott - Nursing Division, SIAST Kelsey Campus
•
Erin Beckwell - Faculty of Social Work, University of Regina, Saskatoon Campus
•
Megan O’Connell - Clinical Psychology, University of Saskatchewan
•
Krista Trinder - College of Medicine, University of Sasaktchewan
Abstract
Since 2004, collaboration between two programs at the University of Saskatchewan - Physical Therapy
and Medicine - has grown into the “Multi Interprofessional Problem-based Learning (iPBL) Project.” Our
iPBL faculty leadership team has successfully delivered many iPBL modules for hundreds and hundreds
of health science students from seven different programs and three post-secondary educational institutions consistently over several years.
Initially Physical Therapy students participated in uniprofessional PBL modules on Aboriginal Health and
HIV/AIDS. They were joined first by Medical students and then Pharmacy and students. Nutrition and
Nursing students (from the Nursing Education Program of Saskatchewan which included the University
of Saskatchewan and the Saskatchewan Institute of Applied Technology) were asked to become partners
in a large “Multi iPBL Project” for 2006-07 which now included three PBL modules (Aboriginal, HIV/
AIDS, and Palliative Care). The growing iPBL project added Clinical Psychology and Social Work (University of Regina) students in 2007-08.
Since PBL fosters a motivational environment and facilitates collegial group work, PBL is considered to
be a key vehicle for effective Interprofessional Education (IPE). PBL involves active learning; it is easier to
accommodate within multiple curricula compared to case discussions; and elements of cooperative and
experiential learning are intrinsic to the process.
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June 15-18, 2011
From Here to the Horizon
Students work in small interprofessional groups with a trained PBL tutor. Due to skyrocketing demand,
five experienced tutors (three of them from our Team) made the commitment to become tutor trainers.
Since 2005, approximately 200 iPBL tutors have been trained. To enhance the tutor training workshop
experience, we produced a video that illustrates key elements of a PBL tutorial. Tutor trainers and experienced tutors also offer support, guidance and mentorship for tutors before and after each iPBL session.
Facilitators report that they feel well prepared, and students have generally noted that facilitation is very
good.
Using a validated survey, our data over several years indicate that students find iPBL modules engaging,
valuable, and cooperative. Students comment that they are satisfied with the iPBL process and facilitation, and also offer suggestions for improvement.
Student retrospective self-assessments show a considerable amount of learning about the content of the
iPBL modules and about other professions. Tutors also report observing many exciting group interactions
and strong learning.
We are committed to ongoing research in this emerging area. We have already learned that group size
and interprofessional composition had no appreciable effect on group functioning or student satisfaction
and/or learning. To our surprise we have learned that tutors do not report additional challenges related to
the interprofessional nature of these PBL groups. We are currently developing an instrument to quantify
the experiences of interprofessional PBL tutors. In the future, as per our regular process, we will continue
to adapt in response to student and tutor feedback. We have published journal articles and made conference presentations, and will continue to engage in scholarly work pertaining to our interprofessional
PBL endeavors.
CMPUT 250 - “Computers and Games” project, University of Alberta:
Project Team Members:
•
Vadim Bulitko (core team and principal instructor)
•
Michael Bowling (core team)
•
Sean Gouglas (core team and submission coordinator)
•
H. James Hoover (core team)
•
Nathan Sturtevant (core team)
•
Jonathan Schaeffer (core team)
•
Richard Zhao (teaching assistant)
•
David Thue (guest lecturer)
•
Wayne DeFehr (guest lecturer)
•
Duane Szafron (guest lecturer)
•
Marcia Spetch (guest lecturer)
•
Teri Drummond (executive producer)
•
Kristopher Mitchell (executive producer)
Abstract:
The computer games industry in Canada has emerged as an important pillar of Canada’s digital economy. In the past two decades, building games has become far more than just programming, with story,
art, and writing making up the majority of the work. Game development now requires multidisciplinary
teams that can work together to create the diverse content required for a modern computer game. An
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June 15-18, 2011
From Here to the Horizon
explicit need to expand educational opportunities for prospective game designers at Canada’s Universities has created interesting pedagogical challenges.
In 2004, the Department of Computing Science at the University of Alberta assembled a team of professors from Humanities Computing, Art & Design, and Computing Science to design a second-year undergraduate course for students from across all faculties to not only study the development and design of
computer games, but to build them. With consultation with our industry partners, BioWare Inc. in particular, we created CMPUT 250: Computers & Games.
We created the course with the following goals:
•create an engaging and stimulating environment;
•use a collaborative problem-based model for learning the theory and practice of computer
•games development;
•develop a tradition of industry-relevant authentic discourse incorporating the traditions of CS, social
science, and the arts;
•introduce students to the skills and practice of multidisciplinary teams;
•to situate the field of computer-based games within the social and the historical context of games,
society, and technology.
The course features interdisciplinary teaching, industrial partnerships, multidisciplinary teams for the
course project, peer-mentoring, and a novel approach to project management. The course includes
lecturers from Computing Science, History & Classics, Anthropology, Creative Writing, Humanities
Computing, Education, Psychology, Industrial Design, and industry (usually BioWare). The goal of each
team is to create a short engaging fun game that follows a design process similar to that found in industry, including the creation of design documents, game pitches, and prototypes. Each team presents their
games to their peers, faculty, and industry experts, with an awards show for the best games capping the
year’s efforts. We piloted the course in the 2005 winter term, and it has run every term since then.
As an STLHE delegate, you are invited to a community art
exhibit to reflect on the deeper purpose of education,
engage in discussion on what the heart of education means
to you, and to discover the power of art for yourself.
This project challenged students and teachers at the University of
Saskatchewan and beyond to examine the heart of education
and what it means:
‘What should be at the heart of teaching and our students’ learning?’
‘What are the heartfelt questions that you struggle with as teachers
and learners?’
‘What are your greatest hopes as teachers and learners?’*
St. Thomas More Art Gallery
located on the 2nd floor St. Thomas More Building
1437 Campus Drive, University of Saskatchewan
*This project was inspired by the book,
The Heart of Higher Education: A Call to Renewal
by Parker J. Palmer and Arthur Zajonc (2010)
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June 15-18, 2011
From Here to the Horizon
Collected Essays on Teaching and Learning (CELT) Volume V Presenters at this year’s STLHE conference are invited to submit a paper based on their conference sessions for publication in Collection of Essays on Teaching and Learning (CELT). Papers should be suitable for a general academic audience. Submissions will be peer-­‐reviewed by a panel representing STLHE constituencies. The editorial board may approach proposal writers to request changes as needed. Manuscripts may be in either English or French. Criteria for Manuscript Review and Selection • Clarity and coherence of submission. • Relevance to the 2011 STLHE Conference theme, “From Here to the Horizon.” • Relevance and usefulness to the intended audience. • Contribution to scholarship and/or effective or innovative practice(s) in higher education. • Adherence to a maximum 2,000-­‐word paper. Deadline, Format, and Contact Information • The deadline for submissions is Friday, September 30, 2011. • Format guidelines can be found under the Publications link at http://www.stlhe.ca. • Submissions should be sent electronically to celt@uwindsor.ca. CELT will be published in time for STLHE 2012 in Montreal. For more information, please contact Jessica Raffoul at celt@uwindsor.ca. xxvi
June 15-18, 2011
From Here to the Horizon
MONTRÉAL
STLHE 2012 SAPES
LEARNING WITHOUT BOUNDARIES ?
APPRENTISSAGE SANS LIMITES ?
JUNE 19 - 22 JUIN
www.mcgill.ca/stlhe2012sapes
xxvii
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Preconference Sessions
Wednesday, June 15th
PC1- Arts 217
9:00 - 12:00 noon
Exhilarated Learning: Preventing collisions at the intersections of
teaching and learning theory and practice
Billy Strean, Faculty of Physical Education & Recreation, University of Alberta
_________________________________________________________________________________________________
PC2- Arts 214
9:00 - 12:00 noon
Navigating Uncharted Terrain: Professional Skill Programs for
Graduate Students
Mark Dale, Provost and VP Academic, University of Northern BC; Christopher
Knapper, Queen's University; Richard Cassidy, Chemistry, University of
Saskatchewan; John Thompson, St. Thomas More College, University of
Saskatchewan
PC3 2- Arts 210
9:00 - 12:00 noon
Creating an Inclusive Educational Environment for Aboriginal Students
Gary Hunt, Centre for Teaching and Learning, Thompson Rivers University
_________________________________________________________________________________________________
PC4- Arts 105
9:00 - 12:00 noon
How to create effective curricular and co-curricular community
service-learning experiences
Geri Briggs, Canadian Alliance for Community Service-Learning; Phaedra Hitchings
and Robin Bendig, University of Saskatchewan; Lorie Hadley and Jane Trakalo,
Algonquin College
_________________________________________________________________________________________________
PC5- Arts 108
9:00 am - 4:00 pm
Just in Time Course Design
Heather Hurren, Manager, Academic Development, Centre for Teaching &
Learning, UBC Okanagan
_________________________________________________________________________________________________
2 PC6- Arts 214
1:30 - 4:30 pm
Reconstructing Constructivist Pedagogy in Higher Education: Getting
the Epistemology Right
Michael K. Potter and Pierre Boulos, Centre for Teaching and Learning, University
of Windsor
_________________________________________________________________________________________________
PC7- Arts 210
1:30 - 4:30 pm
Learning By Being: An Introduction to Mindfulness Practice
Patricia Dowling, Veterinary Biomedical Sciences, Western College of Veterinary
Medicine, University of Saskatchewan
_________________________________________________________________________________________________
PC8- Arts 105
1:30 - 4:30 pm
Using the Art of Scenario Thinking to Explore How Trust Can Help Us
Prepare For the Future
Kim West and Candace Bloomquist, University of Saskatchewan
_________________________________________________________________________________________________
PC9- Arts 217
1:30 - 4:30 pm
Institutional Change: Painting a New Academic Landscape for the 21st
Century
Deborah Kiceniuk, Centre for Learning and Teaching, Dalhousie University
_________________________________________________________________________________________________ 3 PC -­‐1 Room: Arts 217 Wednesday, 9:00 -­‐ 12:00 noon Exhilarated Learning: Preventing collisions at the intersections of teaching and learning theory and practice Billy Strean, Faculty of Physical Education & Recreation, University of Alberta Innovative Practice Track Abstract: What happens at the intersections of teaching and learning theory and practice? Does theory enhance practice? Does practice enhance theory? Is the Scholarship of Teaching and Learning (SoTL) used to legitimize teaching practice? Can theory and practice merge to enhance learning? What painful collisions are likely within our current pedagogical traffic patterns? This workshop will follow the aboriginal notion of engaging the heart and the hands before the head to explore (and perhaps answer) these questions. In an experiential format, participants will traverse and reflect upon an authentic first meeting of a learning community. Through a variety of activities, learners will get to know the instructor and each other. We will see and feel what fears and concerns typically enter or emerge when a group of learners comes together. We will examine how these factors can be addressed or ignored, mitigated or expanded. What theory might we build from our experiences? How does teaching and learning theory inform our journey? We will ground a dialogue about the intersections of teaching and learning theory and practice in the specifics of our shared experiences in this workshop. The session intends for participants to gain both practical and theoretical knowledge about the foundational importance of human connection, experiential learning, the role and value of attending to moods and emotions, and how attending to the whole person creates deep and lasting learning. To address diversity and inclusive practice in higher education further, the characteristics of today’s learners and how they may differ from today’s teachers will be included within the context of the discussion. One of the most fundamental principles in effective teaching is increasing teacher-­‐student contact and connection (Chickering & Gamson, 1987; Lowman, 1995). Although the pedagogical relationship is foundational, it is often not cultivated at the expense of engagement and learning. This session will examine theoretical and practical approaches to creating human 4 connection between teacher and student and among learners. One factor in building relationships is understanding core dispositions of today's students, who are "digital natives" whereas most professors are "digital immigrants." Research indicates current students (1) learn by inductive discovery, (2) are intuitive visual communicators, (3) crave social face-­‐to-­‐face interaction, (4) are emotionally open, (5) respond quickly and expect rapid responses in return, and (6) shift attention rapidly from one task to another. They function at “twitch” speed, thanks to their video game experiences, mastering complex tasks and making decisions rapidly (Berk, 2008). Connecting with students begins with fostering interaction and getting to know them. Although Shakespeare asked what’s in a name, learning students’ names is one starting point. Other strategies to be shared in the session include using ground rules and creating a mood of trust; nurturing relationships among students; and using assessments to strengthen (rather than damage) relationships. The session will model creative practices and experiential learning. As a learning community, we will reflect on how scholarly teaching and the scholarship of teaching and learning intersect, collide, or otherwise take the road less traveled. Theme: Experiential Learning Audience: General Keywords: video on demand, undergraduate education, asynchronous learning, constructivist learning, cognitive load theory PC -­‐2 Wednesday, 9:00 -­‐ 12:00 noon Room: Arts 214 Navigating Uncharted Terrain: Professional Skill Programs for Graduate Students Mark Dale, Provost and VP Academic, University of Northern BC; Christopher Knapper, Queen's University; Richard Cassidy, Chemistry, University of Saskatchewan; John Thompson, St. Thomas More College, University of Saskatchewan Innovative Practice Track Abstract: Both the Tri-­‐Council and the Canadian Association of Graduate Studies have recently drawn attention to the need for Canadian postsecondary educational institutions to expose graduate students to a wide range of professional skills to prepare them for life-­‐long learning and effective application of their disciplinary excellence to 5 workplace settings in their future careers. Goals of professional skills programs propel educators beyond usual boundaries of disciplinary excellence into uncharted terrain where all the possible routes present uncertainty, risks, hidden obstacles and pedagogical challenges. Too often it is not clear how desired pedagogical goals can be achieved within institutions and programs whose very success has been achieved by structures and pedagogy that concentrates on academic excellence within disciplinary specialization. Workshop Focus and Topics: In this workshop Dr. Chris Knapper and Dr. Mark Dale, known for their research, expertise and leadership in these areas will serve as ‘navigators’ for interdisciplinary discussions on key pedagogical, organizational, and administrative challenges related to professional skill programs. These discussions will take up appropriate pedagogical approaches to learning professional skills, in the context of life-­‐long deep learning. Other topics will include potential obstacles, considerations necessary for implementation of programs, and future directions for professional skills programs in Canada. This workshop is intended for educators and administrators interested in developing viable graduate programs that enable our graduate students face the challenges presented by our complex society. To provide a foundation for the discussions, the workshop will begin with presentations by faculty involved in current Canadian Programs and an overview of some statistics on graduate students necessary to understand the outcomes required for our graduate students. Prior to the workshop all participants will be provided with: -­‐ Summary of a recent survey of current practices in Canadian universities -­‐ Summary documents on professional skills from the Tri-­‐Council and CAGS -­‐ Summary of Nov 2010 CAGS workshop on professional skills. Intended Outcomes: 1. to establish a Community of Practice network of academic leaders and community stakeholders engaged in offering or interested in developing professional skills programs for our graduates students. 2. to provide media for increasing awareness of and access to research, pedagogical and personnel resources available across Canada related to professional skills. 3. to initiate a conversation about some key components required for the development of sustainable professional skills programs, such as funding administrative support, commitment by faculty, support of colleges of Graduate Studies, the Tri Council, and the community, and developing pedagogical foundations for learning professional skills. 4. to begin work, in cooperation with CAGS, toward a national plan to continue to develop professional skill programs and life-­‐long learning for Canadian graduate students. Theme: Institutional Leadership of Teaching and Learning Audience: General 6 Keywords: professional skills programs, pedagogy for life-­long learning, communities of practice PC -­‐3 Wednesday, 9:00 -­‐ 12:00 noon Room: Arts 210 Creating an Inclusive Educational Environment for Aboriginal Students Gary Hunt, Centre for Teaching and Learning, Thompson Rivers University Innovative Practice Track Abstract: Much work remains to be done in order to improve the retention and achievement rates of Aboriginal students in post-­‐secondary education. At Thompson Rivers University, improving the educational outcomes for Aboriginal students is a key strategic priority. This workshop will introduce participants to A Handbook for Educators of Aboriginal Students, a publication resulting from an initiative designed to support faculty in their quest to increase the success and retention rates among Aboriginal adults transitioning into post-­‐secondary education institutions. Using the handbook as a guide and through small group discussions in an interactive format, we will explore a holistic approach to Aboriginal education. This perspective takes into account not only effective classroom teaching practices, but also the important aspects of history and traditions, cultural identity, and institutional support services. We will explore how each of these elements impacts on the success of Aboriginal students. Participants will share their ideas and experiences in teaching Aboriginal students and consider specific strategies and learning outcomes for incorporating new educational goals and objectives into the curriculum of their programs and courses. Learning Outcomes: Upon completion of the workshop, participants will be able to: • Describe the four key aspects of education from the Aboriginal perspective: • History and Traditions • Effective and Innovative Educational Practices • Student Profile • Institutional Supports • Identify and share how each aspect of Aboriginal education can be integrated into the context of their institutions. 7 • Formulate goals and learning outcomes that may improve the success of Aboriginal students in their programs and classes. Workshop format: We will distribute the handbooks to each person and provide an overview of one section of the handbook in turn. For each section, we will have participants discuss in small groups how that section applies and may be useful in the context of their institutions, departments, and programs. We will ask the groups to identify and record the elements and practices within each handbook section that may apply generically to all institutions. This will result in a shared list of recommendations that all institutions should consider using. The final activity will focus on classroom teaching practices and we will ask participants to formulate and write a learning goal or specific learning objective that could be incorporated into one of their classes or programs that could enhance the success of Aboriginal students. These will be shared and recorded with the full group. Theme: Diversity and Inclusive Practice in Higher Education Audience: General Keywords: Aboriginal education, inclusiveness, retention PC -­‐4 Wednesday, 9:00 -­‐ 12:00 noon Room: Arts 212 How to create effective curricular and co-­curricular community service-­learning experiences Geri Briggs, Canadian Alliance for Community Service-­Learning; Phaedra Hitchings and Robin Bendig, University of Saskatchewan; Lorie Hadley and Jane Trakalo, Algonquin College Innovative Practice Track Abstract: When you're looking to create a new Community Service-­‐Learning (CSL) experience, be it curricular or co-­‐curricular, the options available may seem daunting, and you may not know where to begin. This CSL workshop brings together experienced CSL practitioners from across the country–practitioners that are here for you to learn, re-­‐
learn, or enhance your knowledge and skills in building a CSL course or project. Our workshop begins with a very brief introduction to CSL in Canada and an outline of the most recent debates regarding the efficacy of CSL (see, for example, Butin 8 2010), then addresses the basic pedagogical considerations common to most CSL programming: service components, building relationships with community, integration with learning goals, assessment and evaluation, and sustainability. Next, we will provide examples of CSL models from across Canada, focusing on how each of these puts CSL theory into practice: co-­‐curricular programming that spans an institution; upper-­‐year courses that draw on content knowledge from a specific discipline; and interdisciplinary courses built directly around the CSL experience. We will also consider high school programming, and how CSL-­‐experienced student participants may stabilize or shift the structure of a postsecondary CSL program. Based on this introduction to a range of related but differing models, workshop participants will divide into subgroups for hands-­‐on development of a prototype of the approach to CSL that most interests them. Our diverse group of facilitators will work together with each interest group – e.g. those that wish to work with co-­‐
curricular programming, or those that want to build into an existing course – to build a CSL learning experience from a basic template provided by the facilitators. We will explore the planning needed, the decisions you will face, as well as potential challenges and outcomes of success, with reference to current literature in these areas. To close, each group will present, to facilitators and and other participants, their CSL project and the pedagogical questions they faced in building it. Discussion of the projects will focus on common problems and creative solutions, to demonstrate and learn from the interconnected knowledge of the various styles of CSL. Theme: Experiential Learning Audience: General Keywords: community service-­learning, curricular, co-­curricular, curriculum design, experiential learning PC -­‐5 Wednesday, 9:00 am -­‐ 4:00 pm Room: Arts 210 Just in Time Course Design Heather Hurren, Academic Development, Centre for Teaching & Learning, UBC Okanagan Innovative Practice Track 9 Abstract: This workshop will mimic the one-­‐day course design program that we offer for faculty. We have done the 4 day version of course (re)design on our campus for a couple years but found that more faculty were interested but could not commit to the entire 4 day format so we have now designed and offered this one day version a couple of times and can see the benefit of exposing more faculty to the process. Learning Objectives: Participants will.... Experience the basic elements of course design. Learn about and apply a set of conceptual and practical course design tools. Engage in scholarly and reflective teaching/learning practice. Session Description: Participants will be fully immersed in the course design process. Attendees will be contacted prior to the workshop so that they will come prepared with a particular course in mind to use as their project for the day. They will actively take part in the 4 stage process of course design, looking at content choices, learning outcomes, assessment and learning strategies within the framework of constructive alignment. There will be individual work, pair-­‐share and short presentations by the participants throughout the course of the day. The facilitator(s) will guide the attendees through the various stages of the course design process. Educational developers will experience the seminar and adapt it for their own use and faculty members will be able to come away from the workshop with a work-­‐in-­‐progress. Relevance to Conference Theme and Conference Attendees: I believe this session has relevance to the conference theme of innovative practice as we have adapted a process to meet the needs of faculty. It is relevant to educational developers who wish to implement a version of course design on their campus. It is very useful for attending faculty who could work on an existing project for the day with valuable collegial feedback. Another aspect of this design is that it can easily be given a particular focus for curriculum development like sustainability or student engagement. This will be explored further in the seminar. Theme: Transformational Curricular Design Audience: General Keywords: course design, educational developers, constructive alignment, faculty 10 PC -­‐6 Room: Arts 214 Wednesday, 1:30 -­‐ 4:30 pm Reconstructing Constructivist Pedagogy in Higher Education: Getting the Epistemology Right Michael K. Potter and Pierre Boulos, Centre for Teaching and Learning, University of Windsor Innovative Practice Track Abstract: This workshop is a guided journey into unknown territory. Teaching and learning in higher education has been dominated for many years by a constructivist paradigm. Most of us assume that the best approach to teaching and learning is constructivist pedagogy, which grew out of constructivist epistemology. Certain kinds of teaching practices are also assumed to follow from, or at least be consistent with constructivism -­‐-­‐ and sometimes on that basis (rather than on evidence of efficacy), we recommend such practices to others. Should we be doing this? Is constructivism, whether pedagogical or epistemological, really an appropriate philosophical basis for our work? Have we thought through, carefully, rationally, the implications of this commitment, the consequences involved, the inevitable contradictions hidden within? In this pre-­‐conference workshop, we will explore, through a variety of discussion-­‐
based methods and questioning strategies, various forms of constructivism, compare them to alternatives, and tease out hidden implications, assumptions, and contradictions. In a broad sense, our intended destination as a group will be clear: Greater clarity and thus a firmer foundation for the benefit of our own teaching and learning practices. Nevertheless, the details of where we end, the conclusions that we reach as a group, are entirely open. Intended learning outcomes (By the end of this workshop the successful participant should be able to): 1) Differentiate between constructivism and the particular teaching and learning activities associated with it. 2) Articulate defensible reasons for accepting or rejecting constructivist epistemology in our practice as teachers and learners. 3) Articulate defensible reasons for accepting or rejecting constructivist pedagogy in our practice as teachers and learners. 11 Theme: Scholarly Teaching and the Scholarship of Teaching and Learning Audience: General Keywords: pedagogy, constructivism, theory and practice nexus, epistemology, philosophy of education PC -­‐7 Wednesday, 1:30 -­‐ 4:30 pm Room: Arts 206 Learning By Being: An Introduction to Mindfulness Practice Patricia Dowling, Veterinary Biomedical Sciences, Western College of Veterinary Medicine, University of Saskatchewan Innovative Practice Track Abstract: Learning Objectives: Develop an understanding and appreciation of the theoretical, philosophical, pedagogical, and scientific basis of mindfulness meditation practices and programs. Experience a variety of mindfulness practices that you may consider incorporating in your life and teaching. Session Description: Education that encourages connections, meaning and contemplation provides relevance, inspiration, enthusiasm and opportunities for students and faculty to create new possibilities. For over 30 years, Mindfulness Based Stress Reduction (MBSR) courses have been taught with documented benefits on academic performance, psychological well-­‐being, and interpersonal experience for students in settings ranging from elementary and high school, to higher education, including medical and nursing schools. A traditional MBSR-­‐based course is delivered over 8 weeks and teaches a variety of techniques with the goal of participants developing their own lifelong practice. This workshop will guide you through a the core mindfulness practices; introducing you to the theoretical, philosophical, pedagogical, and scientific basis of each practice while allowing you to experience each practice. The practices include (1) the raisin exercise: an exploration of mindful eating; (2) the body scan: systematically noticing bodily sensations and the cognitive and emotional reactions to the sensations without attempting to change the sensations themselves, (3) sitting meditation: bringing nonjudgmental awareness to the thoughts, feelings, and sensations experienced, (4) walking meditation: slow, deliberate, and attentive walking while bringing awareness to the experience, and (5) mindful movement: 12 simple hatha yoga exercises to slowly and methodically explore the sensory, emotional, and cognitive aspects of the experience. Theme: Experiential Learning Audience: General Keywords: mindfulness, attention, rumination, veterinary medicine PC -­‐8 Wednesday, 1:30 -­‐ 4:30 pm Room: Arts 213 Using the Art of Scenario Thinking to Explore How Trust Can Help Us Prepare For the Future Kim West and Candace Bloomquist, University of Saskatchewan Innovative Practice Track Abstract: In this symposium we explore the role trust plays in fostering apositive learning environment within institutions of higher education. Trust is a characteristic that deeply affects the quality and character of our relationships with others and shapes our perceptions of people, place, and things. The simple act of exploring and discussing trust amongst students, teachers, and administrators is an important task that will help us better prepare for the increasing diversity of challenges and relationships that will be faced by institutions of higher education as they challenge the status quo. During this symposium a scenario thinking approach (Global Business Network [GBN], 2004) will be used to explore the practical, yet deeply personal and emotional aspects of trust. Scenario thinking is a tool for motivating people to challenge the status quo, or at least get better at doing so, by asking “what if” questions. Scenarios are stories about how the future might unfold and are a medium through which positive change can be envisioned and actualized (GBN, 2004). Using this approach will allow participants to rehearse the many possibilities in store for the institutions of higher education of tomorrow and to engage in meaningful community and dialogue about trust and its role in higher education. During this symposium participants will develop and explore their own “what if” questions related to trust and respond to two questions that will be posed by the facilitators: 1) “What if our institutions of higher education adopted the policy of getting smaller (smaller class sizes, smaller programs, and fewer administrators) instead of getting larger?” more specifically, “What if we re-­‐conceptualized institutional growth, as a focus on 13 intellectual growth and growth in influence rather than growth in size?” and 2) What if students were trusted to be authentic participants in an inclusive, scholarly community? Outcomes: Participants will have the opportunity to share their perspectives and have an honest dialogue about the relationship between trust and our current conceptualization of growth. This symposium will provide a foundation for all of us to critically reflect on our willingness to take risks that will help institutions of higher education grow in healthy ways and how to build the trust that is needed to support and encourage such risks (Palmer, 1998). We will also discuss how engaging in the scenario thinking approach supports inclusivity and the acceptance of diverse perspectives that test our capacity to understand and manage the uncertainties that exists when thinking about the future. Theme: Diversity and Inclusive Practice in Higher Education Audience: General Keywords: trust, scenario thinking, growth, change, risks, diverse perspectives PC -­‐9 Wednesday, 1:30 -­‐ 4:30 pm Room: Arts 217 Institutional Change: Painting a New Academic Landscape for the 21st Century Deborah Kiceniuk, Centre for Learning and Teaching, Dalhousie University Innovative Practice Track Abstract: Over the last number of decades, Canadian universities have been faced with changing societal demands which challenge the manner in which they operate on administrative and academic levels. As a result, administrators and faculty members have questioned the underpinning nature and function of the university. Change by definition is threatening as it impacts the way in which teaching and learning is experienced and the fundamental nature in which we view the university as an educational institution. There are generally two types of curriculum/ institutional change: 1. Incremental – a small change usually within a department or course that that appears to ‘fix’ perceived deficiencies; and, 2. Fundamental – which has a broad impact by which the institution functions and is usually reflected in a change in the 14 philosophy, mission, or objectives by which it operates (Cuban, 1992). In addition, change can happen as a result of happenstance, individual will, or can be mandated by licensing authorities. Whatever the reason for change, the results can generate a ripple effect that can strain faculty or university-­‐wide resources. In this workshop participants will: 1. have the opportunity to discuss change in their institutions-­‐ what are the social, political and economic issues for change to occur; 2. through group-­‐
work develop a plan that they can implement for an incremental or fundamental change process within their departments or faculties; 3. be provided with a “change workbook” with which they will, through a facilitated discussion, be able to develop a step-­‐wise process to help them document the path for a specific change in their own institutions. Theme: Institutional Leadership of Teaching and Learning Audience: General Keywords: curriculum and organizational change, models of change, societal demands, function of the university 15 Thursday, June 16
7:30 am - 5:30 pm Registration
Murray Building (first floor main foyer)
7:30 am - 8:30 am Breakfast
Arts Building
8:30 am - 9am
Opening Welcome and Announcements
Arts 143/146
9am - 10:15 am
Opening Plenary
Arts 143/146
10:15 - 10:45 am
Nutrition Break
Arts Building
10:45 - 11:35 am
Concurrent Sessions 1
Arts Building
11:35 - 1:15 pm
Lunch
12:10 pm - 1pm
Roundtable Discussions
1:10 pm - 2 pm
Feature Session - Chris Knapper Lifetime
Achievement Award
Outside in the Bowl
Arts Building
Arts 143
2:10 pm - 3pm
Concurrent Session 2
Arts Building
3pm - 3:30 pm
Nutrition Break
Arts Building
3:30 pm - 4:20 pm Concurrent Sessions 3
Arts Building
4:30 pm - 5:30 pm STLHE AGM
Arts 143
4:30 pm - 7pm
Poster Session
(with wine & cheese)
16 `
Biology/Geology Atrium
Opening Plenary
Thursday June 16th, 8:30 – 10:15 am
Arts 143/146
Dr. Jeanette Norden
Vanderbilt University
Jeanette Norden, Ph.D., is a Neuroscientist and Professor of Cell and
Developmental Biology in the Vanderbilt University School of Medicine. For over
20 years, she conducted research on nerve regeneration, focusing on GAP-43, a
protein involved in nervous system development, regeneration, and plasticity. Since
1998, she has devoted her time to medical/graduate/undergraduate education. Dr.
Norden is currently a Master Science Teacher and the Director of Medical
Education in the Department of Cell and Developmental Biology at Vanderbilt
University. She has been a maverick in Medical Education, stressing not only
intellectual, but also personal and interpersonal development in students. Her
emphasis on personal development and her innovative approach in integrating
‘humanity’ into a basic science course has been recognized at Vanderbilt and
nationally.
Promoting the Intellectual and Personal Development of
Students in a Way that Embraces Diversity
This keynote presentation will focus on how to create a safe learning environment
in which both the intellectual and personal development of students may be
stimulated. Creating such an environment allows diversity in all of its forms, from
differences in learning styles to differences in cultures and worldviews, to be
appreciated. Examples from Dr. Norden’s own teaching of medical, graduate and
undergraduate students will be used to illustrate how such an environment can be
“transformative” for students.
17 Concurrent Session One
Thursday, June 16, 10:45 – 11:35 am
C1-1a
10:45 - 11:10 am
Room: Arts 102
Different Perspectives, Shared Priorities: Using various forms of student response in
the redesign of a large introductory course
Mairi Cowan, Historical Studies, University of Toronto Mississauga; Tyler EvansTokaryk, Robert Gillespie Academic Skills Centre, University of Toronto Mississauga;
Cleo Boyd, Robert Gillespie Academic Skills Centre, University of Toronto
Mississauga.
________________________________________________________________________
C1-1b
11:10 - 11:35 am
Room: Arts102
Multiple-choice Questions on Classroom Tests: How Good Are They?
David DiBattista, Department of Psychology, Brock University
C1-2a
10:45 - 11:10 am
Room: Arts 208
Utilizing Community-Based Participatory Research in the Design Phase of a ServiceLearning Research Program Assessing Learning Outcomes
Lori Hanson, Department of Community Health and Epidemiology, University of
Saskatchewan; Laura Hopkins, Department of Community Health and Epidemiology,
University of Saskatchewan; Marcel D'Eon, Educational Support and Development,
Department of Community Health and Epidemiology, University of Saskatchewan;
Linda Ferguson, College of Nursing, University of Saskatchewan
________________________________________________________________________
C1-2b
11:10 - 11:35 am
Room: Arts 208
Enhancing Student Engagement Through Community Service-Learning Projects:
Assessing the Impact
Jane Trakalo, Community Studies, Algonquin College;Lorie Hadley, Community
Studies, Algonquin College
________________________________________________________________________
18 C1-3a
10:45 - 11:10 am
Room: Arts 211
Contingent Instructors' Engagement in the Scholarship of Teaching and Learning
Thomas F. Nelson Laird, Center for Postsecondary Research, Indiana University; Tony
Ribera, Center for Postsecondary Research, Indiana University; Amy K. Garver, Center
for Postsecondary Research, Indiana University
________________________________________________________________________
C1-3b
11:10 - 11:35 am
Room: Arts 211
Investigating the Impact of SoTL Research on the Quality of Teaching and Learning
in Higher Education or Completing the 2000-piece Jigsaw Puzzle
Gary Poole, Centre for Health Education Scholarship, University of British Columbia;
Nicola Simmons, Centre for Teaching Excellence (CTE), University of Waterloo
________________________________________________________________________
C1-4
10:45 - 11:35 am
Room: Arts 101
Multidisciplinary Collaboration through Learning Communities: Overcoming the
Anxiety
Erin DeLathouwer, University Learning Centre, University of Saskatchewan; Wendy
Roy, , College of Arts and Science, University of Saskatchewan; Ann Martin, College
of Arts and Science, University of Saskatchewan
________________________________________________________________________
C1-5
10:45 - 11:35 am
Room: Arts 104
Five Dimensions of Learning as Valuing in the University Classroom: A Perspectival
View of Diversity in Education
Robert Regnier, Department of Educational Foundations, University of Saskatchewan
________________________________________________________________________
C1-6
10:45 - 11:35 am
Room: Arts 106
VACANT
________________________________________________________________________
19 C1-7
10:45 - 11:35 am
Room: Arts 108
Learning by Doing: Reaching for the Active Learning Horizon
Colleen Sharen, Management and Organizational Studies, Brescia University College,
University of Western Ontario
________________________________________________________________________
C1-8
10:45 - 11:35 am
Room: Arts 214
Developing an Educational Technology Group for Pre-Service Teachers
Jay Wilson, Department of Curriculum Studies, University of Saskatchewan
________________________________________________________________________
C1-9
10:45 - 11:35 am
Room: Arts 109
Create the right workplace environment for continuous learning by teaching faculty
Annemarieke Hoekstra, Department of Teaching and Academic Development,
Northern Alberta Institute of Technology
________________________________________________________________________
C1-10
10:45 - 11:35 am
Room: Arts 105
The 'e-portfolio' - promoting professional development and reflective practice
Arlis McQuarrie, School of Physical Therapy, University of Saskatchewan; Peggy
Proctor, School of Physical Therapy, University of Saskatchewan
________________________________________________________________________
C1-11
10:45 - 11:35 am
Room: Arts 217
Teaching effective citation skills : a case of reducing plagiarism or increasing critical
academic engagement?
Iris Vardi, Curtin Business School Learning and Teaching Centre, Curtin University
________________________________________________________________________
20 C1-12
10:45 - 11:35 am
Room: Arts 212
Advanced Training Using Clickers
Cyril M. Coupal, ITS, University of Saskatchewan; Kalyani Premkumar, College of
Medicine, University of Saskatchewan
________________________________________________________________________
C1-13
10:45 - 11:35 am
Room: Arts 206
Cross-Cultural Learning Among Feminist Qualitative Research and English as
Acquired Language Students
Marie Lovrod, Women's and Gender Studies, University of Saskatchewan; Gloria
Forbes, Language Centre, University of Saskatchewan; Gina DiPaolo, Language
Centre, University of Saskatchewan
________________________________________________________________________
C1-14
10:45 - 11:35 am
Room: Arts 200
Engaging Students with Interactive Lectures using Case-Based Studies
Lovaye Kajiura, McMaster University; Colin J. Montpetit, University of Ottawa
________________________________________________________________________
C1-15
10:45 - 11:35 am
Room: Arts 213
Toward Deeper Understanding of the Diverse Undergraduate Experience of our
Students: The Assessment Seminar at Mount Royal University
Jim Zimmer, Faculty of Teaching and Learning, Mount Royal University
________________________________________________________________________
21 Concurrent Session One
C1-1a
Room: Arts 102
Thursday, 10:45 - 11:10 am
Different Perspectives, Shared Priorities: Using various forms of
student response in the redesign of a large introductory course
Mairi Cowan, Historical Studies, University of Toronto-Mississauga; Tyler EvansTokaryk, Robert Gillespie Academic Skills Centre, University of TorontoMississauga; Cleo Boyd, Robert Gillespie Academic Skills Centre, University of
Toronto-Mississauga.
Research Track
Abstract:
How do we know what students should be learning in a first-year course? The needs
of the department, the instructor's previous experiences, and the availability of
resources all normally influence course design, but is there a way to incorporate the
insights of students beyond the blunt instrument of standard course evaluations
(Gravestock and Gregor-Greenleaf, 2008)? For several decades, scholars of teaching
and learning have been championing the importance of assessing student learning,
and several valuable strategies have emerged both for general postsecondary
teaching (Angelo and Cross, 1993; Fink, 2003; Strachan, 2008; Bowman, 2010),
and for more discipline-specific contexts (Adams et al., 2006; Agrawal and Khan,
2008). Not all disciplines are equally engaged in the scholarship of teaching and
learning, however, and little information is currently available to historians wishing
to understand levels of understanding among first-year students and best practices
for improving student learning (Pace, 2004).
This presentation will explore how a teaching team at the University of Toronto
Mississauga is drawing on several forms of student response to order to inform the
priorities of HIS101: Introduction to Historical Studies. Participants at this session
will be introduced to the methods and results of a survey given to upper-year
students to identify the gaps between high school preparation and university
expectations; anonymous tests administered at various points throughout the first
two semesters of HIS101 to measure student understanding; and ongoing, lowstakes assessments of student learning through online quizzes and clicker questions
in lecture.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
22 Audience: TA Developers Special Interest Group; Writing Centre Special Interest
Group; Educational Developers; General
Keywords: discipline-specific scholarship of teaching and learning; teaching teams;
skills instruction; research and writing; historical studies.
C1-1b
Room: Arts102
Thursday, 11:10 - 11:35 am
Multiple-Choice Questions on Classroom Tests: How Good Are They?
David DiBattista, Department of Psychology, Brock University
Research Track
Abstract:
Multiple-choice (MC) items are widely used on classroom tests in colleges and
universities, and they often account for a substantial portion of students' course
grades. Detailed guidelines for creating high-quality MC items are readily available
(e.g., Haladyna, 2004), but we know surprisingly little about the quality of the MC
items actually being used in university classrooms. To address this question, we
examined undergraduates’ responses to 1198 MC items on sixteen classroom tests
in various disciplines.
A major determinant of the quality of a MC item is its discriminatory power, which
reflects the extent to which higher-achieving students are more likely than lowerachieving students to answer the item correctly (Haladyna, 2004). Accordingly, for
each item in our sample, we measured discriminatory power by computing the
discrimination coefficient, which is the correlation between students' scores on the
item (1 if answered correctly, and 0 otherwise) and their scores on the test.
Discrimination coefficients, which can range from 1 to +1, should be positive, and
the higher the value, the better. We evaluated the discrimination coefficients of MC
items with reference to widely accepted benchmarks proposed by Ebel (Ebel, 1979).
Overall, 15% of items had discrimination coefficients greater than +0.40 and thus
were strong discriminators. However, more than 30% of items were unsatisfactory
discriminators, having coefficients below Ebel's minimal benchmark value of +0.20,
and 4% of items actually had negative coefficients. The discriminatory power of
items varied greatly across tests, with mean coefficients for tests ranging from a
respectable +0.33 down to a rather dismal +0.20. On five tests, more than 80% of
items had satisfactory coefficients, but on three tests, fewer than 60% of items had
23 satisfactory coefficients. These findings suggest that there is room for substantial
improvement in the quality of the MC items used on classroom tests.
An item's discrimination coefficient depends heavily on the effectiveness of its
distractors (i.e., the incorrect options). There are two commonly accepted criteria for
distractor effectiveness. First, the distractor must be selected by at least some
examinees, with 5% being the commonly used cutoff. And second, the distractor
must be selected more often by lower-scoring than by higher-scoring examinees. Of
the 3819 distractors in our data set, more than one-third were flawed because they
did not meet the first criterion, and about one-sixth were flawed because they did
not meet the second criterion. Overall, 45% of distractors failed to meet at least one
of these criteria, and thus only 55% of distractors actually functioned effectively.
A knowledgeable instructor with access to item-analysis information can readily
identify which of the MC items used on a test have unsatisfactory discriminatory
power and which distractors in those items are not functioning effectively. The
instructor can then use this information to improve the quality of individual MC
items before re-using them on subsequent tests. Because item-analysis information
can be used to improve the quality of MC items, postsecondary institutions have a
responsibility to provide this information to instructors in a user-friendly format
following every MC test that they administer. In addition, institutions should provide
their instructors with the training and support that they need to correctly interpret an
item-analysis report and to improve their MC items for future use.
This research presentation will be moderately interactive. Participants will have the
opportunity (a) to learn the basic elements of MC item analysis, (b) to learn about
the quality of MC items that are being used on classroom tests, and (c) to understand
the importance of using item analysis information to improve the quality of MC
items.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: assessment, classroom testing, multiple choice, discrimination
coefficient, distractor analysis
24 C1-2a
Room: Arts 208
Thursday, 10:45 - 11:10 am
Utilizing Community-Based Participatory Research in the Design Phase
of a Service-Learning Research Program Assessing Learning Outcomes
Lori Hanson, Department of Community Health and Epidemiology, University of
Saskatchewan; Laura Hopkins, Department of Community Health and
Epidemiology, University of Saskatchewan; Marcel D'Eon, Department of
Community Health and Epidemiology, University of Saskatchewan; Linda
Ferguson, College of Nursing, University of Saskatchewan
Research Track
Abstract:
The purpose of this presentation is to describe and reflect on the use of communitybased participatory research methods in the design phase of a service-learning
research program initialized between the University of Saskatchewan and the
Student Wellness Initiative Toward Community Health (SWITCH), a student-run
initiative in Saskatoon, Saskatchewan, Canada. The research team sought to consult
with future participants regarding their perspectives on the practicality, feasibility
and perceived effectiveness of our research design and data collection instruments.
In this presentation, we report on our effort to maximize student collaboration in the
design phase of the proposed research. We carried out an innovative scoping
exercise that involved student consultation regarding both our proposed
methodological approach and data collection tools. This activity proved quite
useful, allowing the research team to gain numerous insights and adapt study design
and instruments accordingly. The presentation reflects on the process of engaging
participant stakeholders in the design process of a service-learning research study,
and the importance of this activity in light of CBPR principles. Additionally, it
demonstrates a unique approach to strengthening the ties between a community
organization and an institute of higher learning through collaborative research.
Learning Objectives: Introducing the audience to the use of CBPR methods at a
service-learning site; Providing the audience with a discussion of the value of CBPR
principles in assessing learning outcomes; Identifying research methods and
procedures that students prefer in educational research.
Session Description: Depending on the time allotted for our session, our
presentation will include some combination of the following: Following a short
descriptive presentation of the study and results, participants in the session will be
provided with time for discussion (in small groups if warranted), guided by
questions and issues raised by the presentation.
25 Theme: Experiential Learning
Audience: College Educators Special Interest Group; Educational Developers;
General
Keywords: service-learning, community-based participatory research, experiential
learning, study design
C1-2b
Room: Arts 208
Thursday, 11:10 - 11:35 am
Enhancing Student Engagement Through Community Service-Learning
Projects: Assessing the Impact
Jane Trakalo, Community Studies, Algonquin College; Lorie Hadley, Community
Studies, Algonquin College
Research Track
Abstract:
When developing curriculum one aims to maximize student engagement and ignite
learning that moves beyond the classroom environment. Over the last 10 years
curricular Community Service-Learning (CSL) is gaining momentum in Canadian
University and College classrooms. Supporters of CSL view it as a transformative
educational strategy that enhances the quality of the student experience and assists
in the development of engaged citizenship.
This session will describe an innovative research project conducted in the Child and
Youth Worker Program at Algonquin College. The purpose of the project is to
determine if developing a curricular CSL course enhances student engagement. As a
means to measuring engagement students will participate in a focus group and
complete a survey.
Students in the project are divided into six seminar classes that consist of 10 - 12
students. Two sections of the class are assigned to work with community partners,
Big Brothers/Big Sisters of Ottawa, the Ottawa Boys and Girls Club, and T.E.M.B.O.,
(Tanzania Education and Micro-Business Opportunity), an international
organization meeting the educational and economic business needs of girls and
women in Tanzania. The students complete a needs assessment for each agency
followed by the development and implementation of a CSL project to support the
identified agency need. The CSL follows a curricular model where the professor
26 teaches concepts that support the project such as team work, professional
deportment, problem-solving and conflict resolution. Each class includes a team
meeting facilitated by a rotating student chair which allows the professor to observe
skill development. Faculty participate in the CSL projects as well as an evening of
celebration with the students and community agency representatives.
Session participants will gain an understanding of the methodologies incorporated
to measure student engagement as well as a copy of the survey administered to
students. The findings of the survey and focus groups will be summarized and the
conclusions of the project will be presented.
Theme: Experiential Learning
Audience: College Educators Special Interest Group; Educational Developers;
Administrators; General
Keywords: community service-learning, curricular, curriculum design, experiential
learning, program design, student engagement, college education
C1-3a
Room: Arts 211
Thursday, 10:45 - 11:10 am
Contingent Instructors' Engagement in the Scholarship of Teaching and
Learning
Thomas F. Nelson Laird, Center for Postsecondary Research, Indiana University;
Tony Ribera, Center for Postsecondary Research, Indiana University; Amy K.
Garver, Center for Postsecondary Research, Indiana University
Research Track
Abstract:
At institutions of higher education across the U.S. and Canada, instructors ineligible
for tenure teach many undergraduate courses (AFT, 2010; Lin, 2006). Some scholars
have suggested that this may have a negative effect on student learning, since these
contingent instructors interact less with students and are less likely to use active and
collaborative learning techniques (Umbach, 2007). As the number of contingent
instructors continues to increase, it is essential to know more about their practices
and perceptions. In this research presentation, using data from the Faculty Survey of
Student Engagement (FSSE), we will discuss contingent instructors' level of
engagement in the scholarship of teaching and learning (SoTL) and the extent to
27 which they perceive institutional encouragement of SoTL as well as explore the
differences in practices and perceptions by tenure and employment status.
Huber and Hutchings' (2005) defining features of SoTL (questioning, gathering and
exploring evidence, trying out and refining new insights, and going public) serve as
the framework for our dependent measures in this study looking at institutional
encouragement of SoTL and instructor engagement in SoTL. Instructors at 49 higher
education institutions were invited to complete a set of items on SoTL added to the
end of the FSSE questionnaire. FSSE measures instructor perceptions and
expectations of undergraduate student engagement in educationally purposeful
activities as well as the extent to which instructors promote student learning and
development in their courses and interactions with students (Kuh, Nelson Laird &
Umbach, 2004). The participating institutions represent a wide cross-section of
baccalaureate-granting institutions. Slightly over half of the institutions were private
(53%). Undergraduate enrollments ranged from just over 200 students to slightly
over 20,000, with a mean of 5,800. After deleting cases for missing data, the sample
for this study consisted of 4,229 faculty members. Various ranks and employment
statuses were represented with 13% of the respondents being part-time lecturers,
11% full-time lecturers, 28% assistant professors, 25% associate professors, and
23% full professors.
Looking at the results from this study, holding perceptions of institutional support
and other characteristics constant, tenure-track professors participate in SoTL more
than non-tenure-track lecturers. Interestingly, the model on institutional
encouragement suggests that, non-tenure-track lecturers actually perceive slightly
greater encouragement than their tenure-track colleagues, though the differences are
not significant. Are non-tenure-tack faculty simply less likely to use effective
educational practices in general (Umbach, 2007) and therefore SoTL in particular or
are there barriers to engagement in SoTL that could be removed by institutions? This
presentation will discuss findings and explore these questions further. By attending
this session, participants will gain a better understanding of:
1. The defining features of SoTL,
2. FSSE,
3. Contingent instructor engagement in SoTL and perceived institutional
encouragement of SoTL, and
4. Differences in engagement and perceived institutional encouragement by tenure
and employment status.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: scholarship of teaching and learning, contingent instructors,
institutional encouragement
28 C1-3b
Room: Arts 211
Thursday, 11:10 - 11:35 am
Investigating the Impact of SoTL Research on the Quality of Teaching
and Learning in Higher Education or Completing the 2000-piece Jigsaw
Puzzle
Gary Poole, Centre for Health Education Scholarship, University of British
Columbia; Nicola Simmons, Centre for Teaching Excellence (CTE), University of
Waterloo
Research Track
Abstract:
As a movement, the Scholarship of Teaching and Learning holds considerable
promise for higher education's horizon (Poole, 2009). The burning question is: To
what extent is this promise being realized? For answers, we can look at publication
records, the emergence of societies, conferences, and institutional units, and
narratives describing career impact. While all of these indicators are meaningful,
none is more meaningful than the potential impact SoTL research can have on the
quality of teaching and learning in our higher education institutions.
Higher education sectors the world over have grappled with definitions and
measures of 'quality' (e.g., Ramsden, 1991; Saarinen, 2010). Nevertheless, this has
not stopped governments and others from establishing major initiatives to assess this
quality. In this assessment, student learning has always proven challenging in terms
of determining cause-effect relationships (Finnie & Usher, 2005). This is especially
true when learning is assessed on more macroscopic levels, such as at institutional
or system-wide levels. Thus, we must begin with more microscopic analyses of the
impact of specific SoTL projects on the learning of targeted students and then
combine these narratives to get a broader picture of impact.
Objectives:
In this session, participants will:
1. Develop a greater understanding of the challenges of determining cause-effect
relationships between SoTL research and the quality of teaching and learning;
2. Work with specific examples of SoTL research to improve our ability to draw
links between the research and teaching and learning quality, writ large;
29 3. Bring examples of their own to begin developing the bigger picture regarding the
cumulative effects of SoTL on teaching and learning quality.
Session Plan:
We will provide a general overview of the forms that 'quality assessment' has taken
in the UK, Australia, and Canada. We will describe research we are undertaking as
part of an edited international publication on quality in higher education. Working
in small groups, participants will consider the extent to which a collection of actual
SoTL projects allow for an assessment of the impact of the project on student
learning. Participants will be asked to consider the following questions:
1. Is student learning a research endpoint in the study?
2. If so, how is learning operationalized? If not, what is the endpoint?
3. To what extent can these results be generalized to other learning environments?
4. How might the results of this study be combined with other SoTL research to
develop a more general understanding of the impact of SoTL on quality in higher
education?
Participants will then bring in examples of their own to add to those used to
consider the questions in part 3. We will conclude with an open discussion of:
5. What can we learn from the exercises featured in parts 3 and 4?
6. If you were to investigate the relationship between SoTL research and quality in
higher education how would you go about it?
Theme: Program Level Outcomes and Quality
Audience: General
Keywords: scholarship of teaching and learning, quality in higher education,
impact on student learning
C1-4
Room: Arts 101
Thursday, 10:45 - 11:35 am
Multidisciplinary Collaboration through Learning Communities:
Overcoming the Anxiety
Erin DeLathouwer, University Learning Centre, University of Saskatchewan;
Wendy Roy, Department of English, University of Saskatchewan; Ann Martin,
Department of English, University of Saskatchewan
Innovative Practice Track
30 Abstract:
The Learning Communities programme at the University of Saskatchewan is an
initiative that provides support for students as they enter the first year of university.
Students enrolled in a Learning Community (LC) are registered in a set of 2-3
common courses and meet weekly with two upper-year peer mentors. Students are
encouraged to participate in activities that extend their learning outside the
classroom environment. The main goal of the LC programme is to foster
connections between the people who make up First Year LCs by fostering
connections between the concepts, issues, and ideas taught in the different courses
students take.
Surveys of students who have participated in Learning Communities have indicated
a high level of satisfaction with their experiences. Nevertheless, feedback also
suggests that students remain challenged by recognizing the connections between
different disciplines. The challenge we face is thus two-fold: how to encourage
students to make connections between apparently disparate fields and how to
encourage faculty to enable students to see those points of intersection.
This presentation will ask participants to experience the U of S Learning
Communities programme from the perspective of both students and faculty
members faced with the challenge of multidisciplinary collaboration. Following an
introduction, the first exercise, a small-group activity, will replicate a first-year
student's experience of making connections between material from different
courses. The three short readings that participants will encounter will be derived
from the course cluster that included a first-year English course. Participants will be
asked to find common issues that link the readings from English, History, and Native
Studies. Those common concerns will then become the basis of the next activity.
The second exercise will ask all participants to replicate the experience of a faculty
member who has been approached to participate in a multidisciplinary discussion
with a First Year LC. The topic of the discussion is one of the issues derived from the
first exercise, and the task of all participants will be to consider a way in which
his/her own field of knowledge intersects with that subject. In concluding the
session, 2 or 3 participants will be encouraged to share their ideas with the larger
group, spurring discussion that spills outside of the session's classroom walls, just as
it does when successfully enacted by First-Year Learning Communities.
There are three main session objectives/ learning outcomes for this presentation:
1. Participants will be able to list the challenges that face students and faculty
members who participate in First Year LCs.
2. Participants will find common ground between diverse disciplines by generating
new topics for multidisciplinary collaboration and debate.
3. Participants will leave with tools they can apply to their own institution's effort to
introduce multidisciplinarity to first-year students.
31 Implicit in these outcomes is our main goal, which is to refine the concept of
Learning Communities through consultation in order to generate a stronger sense of
connection between people, disciplines, the university, and the global communities
to which they belong.
Theme: Communities of Practice, Learning Communities
Audience: College Educators Special Interest Group; Educational Developers;
General
Keywords: learning community, multidisciplinarity, collaboration
C1-5
Room: Arts 104
Thursday, 10:45 - 11:35 am
Five Dimensions of Learning as Valuing in the University Classroom: A
Perspectival View of Diversity in Education
Robert Regnier, Department of Educational Foundations, University of
Saskatchewan
Innovative Practice Track
Abstract:
The basic objective of this session is to introduce audience members to the five
dimensions of learning as valuing. Members will be able to: a. conceptually and
practically comprehend the notion of learning as valuing particularly as
differentiated from learning as knowing; b. appreciate the theoretical framework in
process philosophy from which it is advanced; and c. differentiate the five
dimensions of learning in theory and practice. The core of objective is to have the
audience recognize how learning can be appreciated not as knowledge nor as
values but rather as an insistent process of 'valuing' through which the learner is
created and recreated as value.
This session will show how the notion of learning as valuing locates learning within
a framework that not only appreciates each learner's perspective as central to
method but as the central purpose for learning. It will present learners not only as
having perspectives on the universe but more fundamentally as 'being' a perspective
of the universe where the ultimate purpose of education is to have learners project
themselves as 'superjects,' not just subjects, into greater harmony and purpose.
Within this perspective, what is significant for university instructors to appreciate is
32 how to support the freedom of learners by accommodating the lure of what is
interesting and important from their situatedness that leads to the commitment of
self-disciplined and focused investigation which produces new practical freedom
through the utilization of wisdom.
More specifically, the session will have audience members appreciate the basic
meaning of learning as valuing through its five dimensions so that each member can
potentially redesign their own teaching practice. Through a power point assisted
lecture presentation on core concepts in relation to my own teaching practice and
through application of a participatory handout, group discussion and feedback, the
audience will be guided into considering how useful the idea of learning as valuing
might be to their own teaching practice and theorizing.
The five dimensions of learning as valuing are based on: a. learner ecstasy of
continuous selective self-emergence into the insistent present; b. pre-conceptual
selection of worth and purpose in one's subjective aim; c. transmuted contrasting
and adjustment of experienced qualities and categories; d. lures that differentiate
what could possibly be from of what is; and e. conscious perception and judgment
of what is and ought to be. These five dimensions are contrasted with 'inert'
teaching practices that a. ignore or objectify learner self-emergence; b. impose
categories that deny or pre-empt learner pre-conceptual unity of experience; c.
impose contrasts of qualities and categories that lack lived meaning; d. recommend
proposals or propositions with little lived resonance for possibility in learner
experience; and e. foster or impose events that constrain or delimit perception and
judgment of what should be. The presentation will be twenty-five minutes and the
audience participation will be twenty-five minutes.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: learning, valuing, philosophy of education, perspective, a.n. whitehead
C1-6
Room: Arts 106
Thursday, 10:45 - 11:35 am
VACANT
33 34 C1-7
Room: Arts 108
Thursday, 10:45 - 11:35 am
Learning by Doing: Reaching for the Active Learning Horizon
Colleen Sharen, Management and Organizational Studies, Brescia University
College at the University of Western Ontario
Innovative Practice Track
Abstract:
Despite significant evidence that active learning pedagogies improve student
performance (Hake, 1998), many professors are reluctant to use active learning as a
primary instruction method in their classrooms. This session will use a case study to
illustrate the benefits and drawbacks of moving to an entirely active learning based
course design.
Our discussion will include the fears that professors face when letting go of the
lecturn, the lessons that were learned in the process of developing and delivering
such a course, and the outcomes, good and bad, of this approach.
Learning Objectives:
At the end of this session, participants will:
1) Understand the implications of active learning on course assessment.
2) Demonstrate knowledge of the implications of active learning methods on the
instructor's personal identity.
3) Identify the fears that many instructors have about moving to a 100% active
learning instruction methodology.
4) Discuss the benefits and pitfalls of exclusively using an active learning approach.
Participants will be engaged in active learning using pair and share techniques;
large group discussion; and by participating in a sample class learning exercise.
35 Group exercises will be used to discuss instructors' fears about changing
pedagogies, and about the lessons learned from the case study. There will be limited
use of powerpoint in this presentation.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: active learning, experiential learning,
C1-8
Room: Arts 214
Thursday, 10:45 - 11:35 am
Developing an Educational Technology Group for Pre-Service Teachers
Jay Wilson, Department of Curriculum Studies, University of Saskatchewan
Innovative Practice Track
Abstract:
The College of Education Technology Group is a second year pilot that supports
Teacher Candidate’s understanding and integration of technology. The volunteer
students meet weekly as a group and also spend a minimum of one half day in
Saskatoon schools. Teacher Candidates who choose to participate are required to
commit for the entire school year. Partner schools are chosen based on potential
benefit to their students. To date participants include the English as an Additional
Language program at Walter Murray and the general student body at Oskayak High
School (Saskatoon’s only First Nations High School). Teacher Candidates work with
the students in technology-based projects that support their learning and their
engagement with school. Projects include science fair displays, music videos,
personal narratives and cultural multimedia presentations. The TCs develop their
skills in EAL as well as improve their understanding of different cultural aspects
related to teaching. This innovative program is based on the major goals of the
College and the University. The pilot has improved the student experience by
facilitating the creation of deeper meaning around theory and allowing for reflection
in a supportive collaborative manner. It is also important to provide place-based
instruction to our TCs. Through engaging Teacher Candidates with local schools the
program is enhancing technology-based learning in the classroom for in-service
teachers and their students, especially those from First Nations and other Cultural
backgrounds. The group works across boundaries with students in various teaching
and learning settings to assist in developing valuable skills the TCs will apply as
36 future classroom teachers. The program has an emphasis on increasing the social
and cultural awareness of our TCs. This is especially important with the current
need for teachers sensitive to the needs of First Nations students and with the rapid
growth of new ethnic groups in the province. The presentation will share the
outcomes of the pilot and how they might assist in our understanding of the
application of technology and how best to provide an optimal learning experience
for our teacher candidates.
Theme: Innovation with Technology
Audience: General; Educational Developers; College Educators Special Interest
Group
Keywords: pre-service learning, authentic learning, technology, teacher training,
education
C1-9
Room: Arts 109
Thursday, 10:45 - 11:35 am
Create the right workplace environment for continuous learning by
teaching faculty
Annemarieke Hoekstra, Department of Teaching and Academic Development,
Northern Alberta Institute of Technology
Organizational Change Track
Abstract:
Continuous learning and development by teaching faculty is a necessity in
educational institutions that aim to be responsive to societal, educational, and
industry changes. It is therefore important to create a workplace environment that
supports and fosters continuous learning and development by faculty. In this
interactive session, you will explore the cultural and structural organizational factors
that might foster or hinder learning by teaching faculty. You will obtain an overview
of workplace conditions to consider in assessing your own workplace, engage in
group discussion, and generate ideas to further improve the workplace as a learning
environment.
As a background for exploring the diversity of cultural and structural factors in your
own organization that might foster or hinder formal and informal learning by
teaching faculty, this session draws on research on workplace learning (Coetzer,
2007; Ellinger & Cseh, 2007), as well as research on teacher learning (Darling 37 Hammond & Richardson, 2009), and faculty development (Camblin & Steger, 2000;
Cottrell & Jones, 2003). Informal workplace learning occurs through activities such
as receiving feedback, collaborating with colleagues, researching new teaching
methods, and reflecting on one’s own teaching practice (Lohman, 2006). Conditions
in the learning environment that foster such activities include managerial support for
learning (Bryson, Pajo, Ward, & Mallon, 2006), physical proximity to colleagues,
and relationships with colleagues (Berg & Chyung, 2008). The presenter will also
draw on her own experience as a facilitator of a learning community for department
chairs that has the goal to foster faculty learning in the workplace.
Intended audience: Faculty, administrators and educational developers who work at
institutions where teaching is the primary responsibility of faculty, such as colleges,
university colleges, Collége d’enseingnement general et professional, and
polytechnic institutions.
Theme: Communities of Practice, Learning Communities
Audience: Educational Developers; Administrators; General
Keywords: faculty development, workplace conditions, professional learning
communities
C1-10
Room: Arts 105
Thursday, 10:45 - 11:35 am
The 'e-portfolio' - promoting professional development and reflective
practice
Arlis McQuarrie, School of Physical Therapy, University of Saskatchewan; Peggy
Proctor, School of Physical Therapy, University of Saskatchewan
Innovative Practice Track
Abstract:
A clinical electronic portfolio (e-portfolio) is an individualized self-portrait of one's
clinical competence development maintained in electronic format. The School of
Physical Therapy, College of Medicine, University of Saskatchewan, implemented a
clinical portfolio with the initiation of a new program, a Master of Physical Therapy,
(MPT) in August, 2007. This clinical e-portfolio is collated and maintained
throughout the whole of the MPT program, primarily associated with the five
clinical practice courses (~ one thousand and two hundred hours of experiential
learning).
38 Health sciences professions’ licensing boards increasingly require the maintenance
of an annual professional, or clinical, portfolio, which shows evidence of continuing
professional development, in order to be licensed and renew licensure. The
implementation of a clinical e-portfolio prepares the students for the expectation of
demonstrating evidence of continuing professional development in practice. It is
also an approach to teaching, learning and tracking clinical and professional
development in MPT clinical practice courses.
The new clinical e-portfolio implemented in August, 2008, was the result of almost
two years of development funded by a Technology Enhanced Learning (TEL) project.
In phase two of the TEL project, we designed, customized and implemented a
clinical practice e-portfolio system using the open source software Mahara. It is a
collection of evidence which demonstrates the continuing acquisition of skills,
knowledge, attitudes, understanding and achievements in clinical practice courses.
This approach to teaching the student the importance of reflecting on, monitoring
and planning for one’s professional development as a life-long skill is an emerging
new component of clinical courses in physical therapy programs in the Canadian
environment.
The implementation of the clinical e-portfolio required carefully designed
orientation sessions. The orientation sessions are conducted in computer labs and
include live application of the primary activities expected in the use of the eportfolio while in the MPT. The orientation sessions are further integrated with the
theory courses occurring at the same time: Professional Practice I and Case
Integration II. The presentation will include detail of all components of the eportfolio, the method of orientation integration with other courses and the
evaluation to date.
The e-portfolio is used to monitor clinical experiences, (the required mix of
diagnostic, assessment and treatment experiences while in the program). In addition
it is expected that the e-portfolio will: show professional development, develop
reflective practice skills, allow assessment of one's learning and promote
interpretive inquiry. The content of the Mahara, MPT e-portfolio includes sections
for: an individual profile, learning styles, clinical practice course assignments,
experience tracking in the form of checklists, continuing education, journaling,
personal artifacts and career and learning path goals.
The primary objective for the presentation is to show the broad application of an
electronic portfolio in development and tracking of professional skills, attitudes and
behaviors, as well as recommended software application and components of a
clinical portfolio. Participants will see a live demonstration of components of the
School of Physical Therapy e-portfolio.
39 Theme: Innovation with Technology
Audience: General
Keywords: portfolio, professional development, reflective practice, technology
C1-11
Room: Arts 217
Thursday, 10:45 - 11:35 am
Teaching effective citation skills : a case of reducing plagiarism or
increasing critical academic engagement?
Iris Vardi, Curtin Business School Learning and Teaching Centre, Curtin University
Innovative Practice Track
Abstract:
Concerns about plagiarism and students’ abilities to cite are as strong today as they
have ever been with exhortations for students to be taught directly about the need
for academic integrity. This session explores the differences between expert and
student citation, the skills underlying effective use of citation, and the problems
students have in citing effectively. It compares the messages that beginning students
receive about citation when the focus is on academic integrity, plagiarism and
punishment with approaches that focus on critical engagement with subject matter.
It reports on the prevalence of plagiarism and the development of citation skills in
student writing in a unit which in one semester adopted an academic integrity
approach and in another semester adopted a critical engagement approach.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General; Educational Developers; Writing Centre Special Interest
Group; College Educators Special Interest Group
Keywords: plagiarism, citation and referencing, student writing
40 C1-12
Room: Arts 212
Thursday, 10:45 - 11:35 am
Advanced Training Using Clickers
Cyril M. Coupal, Information Technology Services, University of Saskatchewan;
Kalyani Premkumar, College of Medicine, University of Saskatchewan
Innovative Practice Track
Abstract:
Clickers are well known for engaging students in the presentation of course content,
through polls where a question is posed and students submit their responses using
the handheld clicker device. Instant feedback of the results can be used to gather
attention, produce a sense of community, assess initial understanding before
beginning a topic to guide discussion, for contingent teaching, and formative
assessment to determine understanding after a topic has been presented. When a
session is distributed over multiple remote sites, different clicker technology must be
used to gain similar advantages.
Newer clickers have feedback windows that allow more sophisticated interaction.
Clickers can also be used for paper-based self-paced assessments. In addition, using
clickers, responses from multiple versions of an exam can be collected
synchronously by a single computer/receiver combination.
In this interactive session participants will discuss various scenarios where advanced
features and capabilities of the clicker system can be used to facilitate teaching and
learning.
Theme: Innovation with Technology
Audience: College Educators Special Interest Group; Educational Developers;
General
Keywords: clicker, clickers, assessment, engagement, distributed learning, remote
site, self-paced exam
41 C1-13
Room: Arts 206
Thursday, 10:45 - 11:35 am
Cross-Cultural Learning Among Feminist Qualitative Research and
English-as-Acquired Language Students
Marie Lovrod, Women's and Gender Studies, University of Saskatchewan; Gloria
Forbes, Language Centre, University of Saskatchewan; Gina DiPaolo, Language
Centre, University of Saskatchewan
Innovative Practice Track
Abstract:
The University of Saskatchewan Women’s and Gender Studies program and
Language Centre have piloted a collaborative project, linking international language
learners and advanced academic students in an innovative knowledge building
venture. Students of feminist qualitative research must become fluent in theories and
practices that address local/global knowledge politics, to develop research
questions, instruments and reporting methods that respect diverse knowledge
frames.
An important hurdle facing international students attending post secondary
institutions in Canada is the level of language acquisition required for program
entry. These students “. . . need to learn in their L2 not only the ‘information’ of
content areas but how to gather, synthesize, and evaluate information, and organize
ideas on their own. . .” (Pally, 2000). They face the added challenge of social
integration in an academic setting with peers who may have different educational
experiences. Shared learning opportunities enable international students to interact
in meaningful ways with local peers in processes that support integration. “Beyond
grammatical and discourse elements in communication, we are probing the nature
of social, cultural, and pragmatic features of language” (Brown, 1994:78), “making
the world in which we live intelligible to [one another].” (Alexander, 2005).
Students share both classroom learning and a small “field project,” using participant
observer methods. Faculty members from both classes prepare students with
concepts and vocabulary relevant to each learning task. All students complete
individual evaluations and discuss shared experiences as part of class assignments.
Students in both groups learn to ask more open-ended questions and to navigate
shifting world views with greater ease. All confirm that considerable cross-cultural
learning takes place; desire for access to the project is high on both sides.
Working in a structured and supported social environment to explore feminist
research methods has proven to be a valuable authentic language and experiential
42 learning opportunity for both groups. All are exposed to concepts and materials that
lead to inclusive understandings of the educational environment as social sphere. As
such, the project provides a “positive opportunity structure” for “institutional
advocacy” (Masson and Dufour, 2010). Feminist research methods, which attend to
diverse situational variables, permit international students to approach the
educational environment from a critical research perspective, to articulate their
social understandings, and to cultivate success and integration toward future
educational endeavors. Learning opportunities that nurture inclusion benefit not
only international students, but help to educate and sensitize domestic students to
the diversity of knowledges, traditions and perspectives they will encounter in
international arenas of education, business, and culture.
This panel invites audience members to: participate in examining the project of
integrating acquired English language students in a Canadian academic
environment; explore how shared advanced academic projects can enhance
learning for all participants; and develop “first thoughts” on applications in other
contexts. “Guided activities and projects that gradually lead students to successful
cross-cultural encounters, rather than misunderstandings, give students confidence
for future cross-cultural interactions” (Rivers, 1987). The importance of providing
Canadian and international students with meaningful, academically focused, crosscultural interactions is explored and confirmed through participatory approaches.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: cross-cultural learning, language acquisition, qualitative research,
learning conversations, social integration, inclusive/innovative practice
C1-14
Room: Arts 200
Thursday, 10:45 - 11:35 am
Engaging Students with Interactive Lectures using Case-Based Studies
Lovaye Kajiura, Department of Biology, McMaster University; Colin J. Montpetit,
Department of Biology, University of Ottawa
Innovative Practice Track
Abstract:
The utilization of case based studies has been shown to enhance student
engagement and improve learning outcomes (Dunne and Brooks, 2004; Schiller and
43 Herreid, 2010). Case based studies effectively expose students to the process of
science and encourages students to apply the fundamental concepts taught in
lectures. During the process of using case based studies, students to work through
facts, analyze data, formulate solutions, draw conclusions, and predict
consequences. In this interactive presentation, we will explore the value of using
case based studies in lectures to promote interdisciplinary learning and reveal “real
world” integrated linkages amongst lecture concepts. We will discuss the benefits
and concerns of using case based studies in several diverse academic settings. We
will guide participants through activities to facilitate the formulation of case based
studies including selecting your topic, searching for references, prioritizing key
concepts, formulating your case study, editing, and refining your study. We will also
review and demonstrate different methods of delivery of case studies. In addition,
we will display how classroom response systems (iClickers) may be used to promote
active learning in lectures that employ case studies. The primary objective of this
presentation is to provide practical strategies to assist educators in the preparation,
implementation, evaluation, and refinement of collaborative interactive case based
activities.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: case based studies, learning outcomes, classroom response systems
C1-15
Room: Arts 213
Thursday, 10:45 - 11:35 am
Toward Deeper Understanding of the Diverse Undergraduate
Experience of our Students: The Assessment Seminar at Mount Royal
University
Jim Zimmer, Faculty of Teaching and Learning, Mount Royal University
Innovative Practice Track
Abstract:
The Mount Royal Assessment Seminar is an ongoing research project in which rich,
qualitative data about aspects of the undergraduate experience is gathered from
Mount Royal students through structured one-on-one interviews. The approach is
grounded in hearing first-hand from students, in depth and in their own words,
about issues of importance to them. The project is modeled on the Assessment
44 Seminar initiative at Harvard University, described in Richard Light’s (2001)
“Making the Most of College: Students Speak Their Minds.”
In its first year (2009-10), and in the context of institutional transition to university
status, the focus of the Assessment Seminar was the early undergraduate experience
(broadly-defined) of students enrolled in Mount Royal’s recently-launched
baccalaureate programs. Members of the Assessment Seminar - close to 50 students,
faculty, staff and administrators from across the institution - designed and tested a
protocol for use in student interviews through a mix of small group and large group
discussion. Questions included in the protocol arose from discussions concerning
the characteristics of excellence in undergraduate education, predictors of student
success, and aspects of the undergraduate experience that members wished to
interrogate. The interview instrument contained 23 open-ended questions
addressing areas such as motivation for attending Mount Royal, readiness for postsecondary study, advising, orientation, teaching and learning, campus environment,
engagement in student life, and barriers/enablers to success.
Data was collected through one-on-one interviews with approximately 100 degreeseeking students in March 2010. Interviewees were recruited from a randomly
generated pool of baccalaureate students, weighted by program size. Interviews
were approximately 60 minutes in length and were conducted by trained student
interviewers. All interviews were audio-captured and transcribed. Analysis of the
data is being led by a team of faculty researchers (members of the Assessment
Seminar) and has yielded a number of interesting preliminary findings. Further
analysis of the data is in process, and is expected to be complete by May 2011.
In concert with other student data sources such as NSSE, the Assessment Seminar at
MRU fosters an evidence-based approach to the ongoing enhancement of students’
undergraduate experience. Future rounds of interviews will explore other areas of
strategic importance to Mount Royal, and may focus on at-risk populations such as
aboriginal and first-generation students.
This presentation reports on the Assessment Seminar's first year of work - how it was
undertaken, findings, responses, lessons learned and next steps. Participants in this
interactive session will:
• gain an understanding of how the Assessment Seminar brings together students,
faculty and staff committed to enhancement of the undergraduate experience
through evidence-based means
• develop an appreciation of how qualitative (interview) data can be used to
enrich and extend other student data sources such as NSSE
• review and discuss the methods, tools and resources utilized at Mount Royal to
undertake the work of the Assessment Seminar
• discuss the findings of the Assessment Seminar’s first round of student interviews,
45 and possible responses to those findings
• consider the replicability of the Assessment Seminar project on their own
campuses
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: assessment, evaluation, qualitative, interview, undergraduate,
experience
46 Roundtable Sessions
Thursday 12:10 – 1:00 pm
Arts 101
R1 Collaboration as a Road to Services Provision in Teaching &
Learning Centres In Canada
Dalia Hanna, The Learning & Teaching Office, Ryerson University; Maureen Reed,
The Learning & Teaching Office, Ryerson University
_________________________________________________________________________________________________
Arts 101
R 2 Responding to the Call for Action on Aboriginal Education: The
Role of Centres for Teaching and Learning
Jim Greer, Tereigh Ewert-Bauer, Jeff Baker, and Brad Wuetherick, Gwenna Moss
Centre for Teaching Effectiveness, University of Saskatchewan
_________________________________________________________________________________________________
Arts 104
R 3 Growing our Capacity for Service Learning & Community
Engagement in Canada
Chelsea Willness, Edwards School of Business,University of Saskatchewan
_________________________________________________________________________________________________
Arts 104
R 4 More than Beyond the Classroom: Co-Curricular Service-Learning
at St. Thomas More College
Patricia McDougall, Psychology, St. Thomas More College; Chibeze Philomena
Ojukwu, Engaged Learning Office, St. Thomas More College; Caitlin Ward, Engaged
Learning Office, St. Thomas More College
_________________________________________________________________________________________________
Arts 105
R 5 Stories About Trust Within The University
Candace Bloomquist and Kim West, University of Saskatchewan
_________________________________________________________________________________________________
Arts 105
R 6 In a Perfect Universe(ity)...
Glen R. Loppnow, Department of Chemistry, University of Alberta
47 Arts 106
R 7 The Value of Co-Curricular Records in Higher Education
Brea Lowenberger, University Learning Centre, University of Saskatchewan
_________________________________________________________________________________________________
Arts 108
R 8 Wider Horizons: Fostering a Culture of Undergraduate Research
Roxanne Harde, Humanities, University of Alberta-Augustana; Dr. Neil Haave,
Science, University of Alberta-Augustana
_________________________________________________________________________________________________
Arts 108
R 9 On Line Group Projects--Making them Palatable for On-line
Students
Claudia M. Caruana, University of Maryland, University College
_________________________________________________________________________________________________
Arts 109
R 10 Challenges and benefits of open source vs. commercial learning
management systems in higher education: Is this the right question and
does it really matter to students?
Nick Baker, Centre for Teaching and Learning, University of Windsor
_________________________________________________________________________________________________
Arts 109
R 11 Transition to a new Learning Management System (LMS):
Opportunities for reflection on online teaching, learning, and support
Christopher Goetz, Centre for Teaching and Learning, University of Alberta;
Genevieve Gauthier, Centre for Teaching and Learning, University of Alberta; Dave
Sun, Centre for Teaching and Learning, University of Alberta; David Laurie, Centre
for Teaching and Learning, University of Alberta; Asim Aziz, Centre for Teaching
and Learning, University of Alberta; Trevor Jones, Centre for Teaching and Learning,
University of Alberta
_________________________________________________________________________________________________
Arts 200
R 12 Expanding Horizons: Optimizing International Students' Learning
Experiences
Lynn Taylor, Centre for Learning and Teaching, Dalhousie University
48 _________________________________________________________________________________________________
Arts 200
R 13 Teaching in your Second Language: Challenges and Strategies
Marla Arbach, Comparative Literature and Literary Theory, University of Santiago de
Compostela
_________________________________________________________________________________________________
Arts 206
R 14 Teaching and Learning using Accelerated Scheduling: The
Supercourse Experience!
Brent E. Faught, Department of Community Health Sciences, Brock University;
Madelyn P. Law, Department of Community Health Sciences, Brock University;
Anna Lathrop, Department of Physical Education and Kinesiology, Brock University
_________________________________________________________________________________________________
Arts 206
R 15 Motivating More Students in Larger Classes: Using the Carrot and
the Stick
Russell Day, Psychology Department, Simon Fraser University
_________________________________________________________________________________________________
Arts 210
R 16 Informal Mid-term Teaching Evaluations: Constructing a Practical
Resource for Faculty
Jovan Groen, Centre of University Teaching, University of Ottawa
_________________________________________________________________________________________________
Arts 210
R 17 Supporting Scholarship of Teaching and Learning Communities
Through a Web Portal
Gary Hunt, Centre for Teaching and Learning, Thompson Rivers University; Heather
Hurren, Centre for Teaching and Learning, University of British ColumbiaOkanagan; Peter Arthur, Centre for Teaching and Learning, UBC-Okanagan; Janine
Hirtz, Centre for Teaching and Learning, UBC-Okanagan; Sylvia Currie, BCCampus
_________________________________________________________________________________________________
Arts 212
R 18 Innovative Partnerships: An Approach to Pediatric Clinical
Education
Marcella Ogenchuk, College of Nursing, University of Saskatchewan; Shelley Spurr,
College of Nursing, University of Saskatchewan; Michelle Prytula, Department of
Educational Administration, College of Education, University of Saskatchewan; Jill
Bally, College of Nursing, University of Saskatchewan.
49 _________________________________________________________________________________________________
Arts 212
R 19 Narrative pedagogy and the evaluation of clinical practice in
education: Fostering clinical competency through stories
Stephanie Zettel, Faculty of Health and Community Studies, Mount Royal University
_________________________________________________________________________________________________
Arts 213
R 20 Stories from a sustainable teaching and learning class/community
Peta White, University of Regina
_________________________________________________________________________________________________
Arts 213
R 21 Moving from your Comfort Zone into The Zone: Sharing Successes
and Surprises
Sheryl Mills, The Gwenna Moss Centre for Teaching Effectivenss, University of
Saskatchewan; Terry Tollefson, Soil Science, University of Saskatchewan
_________________________________________________________________________________________________
Arts 214
R 22 New Pathways to Connect with Students
Julie Weible, STLHE student board member-at-large (outgoing), University of
Calgary; Natalie Gerum, STLHE student board member-at-large (incoming), Mount
Allison University; Arshad Ahmad, STLHE President, Concordia University; Susan
Vajocki, STLHE board member, McMaster University; Angie Thompson, STLHE
board member, St. Franics Xavier University
_________________________________________________________________________________________________
Arts 214
R 23 Teaching-Stream Faculty: Measuring and Communicating
Scholarship and other Scholarly Activities
Colin J. Montpetit, University of Ottawa; Lovaye Kajiura, McMaster University
_________________________________________________________________________________________________
Arts 217
R 24 "Have you, my little serpents, a new skin?" Transformative
Possibilities for Curricular Design in English Studies and Beyond
Lee Easton, English, Mount Royal University; Kelly Hewson, English, Mount Royal
University
_________________________________________________________________________________________________ 50 Arts 217
R 25 Bridging an Enthusiasm Gap in the Classroom: Can Reality TV
Help?
Richard J. Long, Edwards School of Business, University of Saskatchewan
_________________________________________________________________________________________________ 51 R-1
Room: Arts 101
Thursday, 12:10 - 1:00 pm
Collaboration as a Road to Services Provision in Teaching & Learning
Centres In Canada
Dalia Hanna, The Learning & Teaching Office, Ryerson University; Maureen Reed,
The Learning & Teaching Office, Ryerson University
Organizational Change Track
Abstract:
The Teaching and Learning offices across Canada all share a unique job in
providing support and professional development to teaching faculty. They have
challenges that differ from other centres on campus due to the unique nature of the
services provided by the teaching and learning centres. This roundtable will assist
programs across Canada to spearhead a movement of collaboration and sharing of
resources amongst Canadian centres of teaching and learning in higher education.
The Teaching and Learning centres support the development of faculty members
through different projects, and the coordinators are the executers of many of these
projects. In this session we will discuss the possible ways of collaboration and
communication among the program coordinators (nationally and internationally)
with the focus on the following objectives:
• Exchange ideas related to same programs provided
• Create a sense of belonging to a community
• Why invent the wheel? use same resources and share successes and failures
In this session also we will discuss an initiative that started in 2010; an invitation
was sent out through the Council of Ontario for Educational Developers’ (COED) list
serve to invite program coordinators to meet in conjunction with the COED’s yearly
meeting; 8 universities sent representatives and the meeting was held in Toronto.
One of the outcomes was to create a shared website on wikispace to communicate
and share information related to the listed objectives. Research indicates that
building collaborative communities increases individual participation and interest in
programs; members may go to their communities to ask question and get advice,
then take that advice back to implement in their teams (Callahan, Schenk & White,
2008). I would like to expand the collaboration with other program coordinators
from Canada and internationally and will lead the discussion in this session on
possible ways of collaboration and communication among the program
coordinators in the teaching and learning centres with the focus on:
• Event planning procedures
• Internal marketing strategies
52 •
•
•
•
•
Creating standard forms for similar programs
Program evaluation methods (including a discussion of best practices)
Common teaching and learning resources
Use of technology in executing projects
Professional development needed
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: collaboration, teaching, learning, coordinators, share, service,
develpment
R-2
Room: Arts 101
Thursday, 12:10 - 1:00 pm
Responding to the Call for Action on Aboriginal Education: The Role of
Centres for Teaching and Learning
Jim Greer, Tereigh Ewert-Bauer, Jeff Baker, and Brad Wuetherick, Gwenna Moss
Centre for Teaching Effectiveness, University of Saskatchewan
Organizational Change Track
Abstract:
The Assembly of First Nations in Canada recently issued a "Call for Action" with
respect to Aboriginal Education in Canada (Atleo, 2010). There are a number of
ways in which universities might address that call, including but not limited to
aboriginal access and student support strategies, creating a welcoming campus
environment (both in terms of classroom and institutional infrastructure, and in
terms of creating an inclusive, anti-racist culture among students, staff and faculty),
and through specific aboriginal curricular initiatives (including the inclusion of
cultural/historical/contemporary aboriginal content, understanding aboriginal
learning and ways of knowing, and embracing indigenous knowledge across the
disciplines in an integrative way). Most universities in Canada, according to a recent
AUCC report, have been working diligently at the aboriginal access and student
support area, though there is admittedly lots of work left to do to achieve equity
(AUCC, 2010). Success stories in the other areas, in particular the inclusion of
specific aboriginal curricular initiatives, are less common. In order for these
initiatives to be successful there is a particular challenge around faculty readiness,
even when faculty willingness is abundant, to embrace multiple ways of knowing
(and in particular indigenous knowledge systems), and to create an inclusive, anti 53 racist classroom environment. A recent survey of the websites of Centres for
Teaching and Learning across Canada turned up very little collectively in terms of
programming with respect to faculty development around aboriginal education
priorities. Recently, the University of Saskatchewan funded, through its institutional
priorities fund, a faculty development initiative bringing together aboriginal
education experts from the College of Education, aboriginal elders from the local
and national communities, and the Gwenna Moss Centre for Teaching Effectiveness
to specifically address faculty readiness to engage with issues related to aboriginal
education. This roundtable, facilitated by members of the Gwenna Moss Centre for
Teaching Effectiveness, will discuss the potential role for Centres for Teaching and
Learning in helping universities respond to the "Call for Action", and in particular
explore ways to overcome the barriers facing Centres wishing to play a leadership
role on their campus with respect to this area (including our own educational
developers' readiness to engage with issues related to aboriginal education).
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers
Keywords: aboriginal education, educational development, faculty development,
curriculum innovation
R-3
Room: Arts 104
Thursday, 12:10 - 1:00 pm
Growing our Capacity for Service Learning & Community Engagement
in Canada
Chelsea Willness, Edwards School of Business, University of Saskatchewan
Innovative Practice Track
Abstract:
Community Service Learning (CSL) has become a widely adopted practice in some
jurisdictions, particularly in the U.S., but is slower to catch on in other regions. This
session will explore the factors that can facilitate successful implementation of
Service Learning in post-secondary curriculum, such as resources/support,
infrastructure, awareness and communication strategies, and instructor
development. The flip-side of this, of course, are barriers that may make this
teaching and learning approach challenging or even unfeasible.
54 The goal of this session is to bring together individuals who have some experience
with implementing CSL in various contexts, with those individuals who are
interested in doing so but are unsure how to proceed. We will discuss successes and
challenges, best practices, exciting outcomes (e.g., pedagogical reasons that make
CSL so rewarding), and new ideas for making it work.
Additionally, as the facilitator of this session, my ultimate goal is to build upon the
network of instructors, professors, coordinators, and other interested stakeholders so
that this sharing of ideas and mutual support can continue beyond the scope of the
conference. After some initial consultation with the Canadian Alliance for CSL, it is
apparent that there is a need for a more formal and active network, and that such
resources are currently limited (particularly for business and management
curriculum).
Theme: Experiential Learning
Audience: General
Keywords: community service learning, community engagement, student
engagement, experiential learning, knowledge and skills application
R-4
Room: Arts 104
Thursday, 12:10 - 1:00 pm
More than Beyond the Classroom: Co-Curricular Service-Learning at
St. Thomas More College
Patricia McDougall, Psychology, St. Thomas More College; Chibeze Philomena
Ojukwu, Engaged Learning Office, St. Thomas More College; Caitlin Ward,
Engaged Learning Office, St. Thomas More College
Innovative Practice Track
Abstract:
The Service and Justice Project (SJP) at St. Thomas More College (STM) is a
Community Service-Learning Program where students serve real community needs,
critically reflect on their experience in the community, and learn how they can
strive for social justice in their community. Drawing on the work of humanist Jean
Vanier as well as the tenets of Catholic social thought, the SJP focuses on
encounters with the Other, taking students out of their comfort and privilege to
interact with people who live very different lives than they do. The aim of the SJP is
to go beyond traditional experiential learning, which ties theoretical class concepts
55 to real world situations. Instead, the project aims to create a transformative learning
experience, in which students are given the opportunity to learn about various
social issues by encountering them, and the people most affected by them, directly.
The SJP offers a co-curricular service-learning experience for students who might
not have the opportunity to engage with service-learning or community-engaged
scholarship through their coursework. Working an average of two hours per week in
a community placement, students meet regularly to discuss the meaning of their
experiences in light of social justice themes. Students also hear from community
partners, who explain the role of their organizations in larger society and the
systemic problems that create a need for their work. Because this service-learning
experience is not tied to a particular class, students have the option of volunteering
at a variety of different placements and different sorts of placements, including
working with children (e.g., Saskatoon Crisis Nursery, St. Maria Goretti Community
School), immigrant services (e.g., Saskatoon Open Door Society, Global Gathering
Place), and community health organizations (e.g., Student Wellness Initiative
Towards Community Health, AIDs Saskatoon). The diversity of community
placements is an asset to critical reflection sessions, as students are able to see how
various social issues affect different segments of society by sharing their own
experiences.
To give all students an opportunity to participate in SJP, STM makes available a
number of tuition awards (up to $500). Thanks to a generous endowment from Les
and Irene Dubé, the SJP is also able to offer up to 18 $2000 scholarships to students
entering their first year of university at STM. Candidates are nominated by their high
school awards committee, and Service & Justice Scholars participate in the SJP as
one of the terms of accepting the award
This roundtable discussion, facilitated by Engaged Learning Coordinator Caitlin
Ward, will unpack the SJP’s history, its practical administration, philosophical
underpinnings, and student outcomes.
Theme: Experiential Learning
Audience: Educational Developers; Administrators; General
Keywords: co-curricular programs, engaged learning, service-learning, social
justice,
56 R-5
Room: Arts 105
Thursday, 12:10 - 1:00 pm
Stories About Trust Within The University
Candace Bloomquist and Kim West, University of Saskatchewan
Organizational Change Track
Abstract:
What if the only form of trust that existed within institutions of higher education was
based on contractual trust? What if only that which is explicitly written in a syllabus
or in a contract is allowed or even encouraged? What would happen to learning
with only contractual trust? Students and instructors would not be allowed to
diverge from what was written in their syllabus or contract, to include achieving
outcomes below or even beyond what had been stated in such documents. What
would happen to creativity?
In this roundtable discussion we will explore the impact of trust, both contractual
and personal, on learning communities within institutions of higher education. For
the purposes of this roundtable a storytelling approach will be used. This type of
approach can help build personal trust through the actions of conveying one’s own
trustworthiness and communicating one’s trust in others (Sole 2002). In this
approach participants will be asked to share their own stories, as well as listen to
others’ stories about how trust has impacted their learning or the learning of others
they know. We will discuss the potential impact that a lack of personal trust and an
emphasis on contractual trust would have on learning within educational
communities.
During this roundtable we will explore the questions: How does trust impact (1)
your capacity to learn, (2) your sense of community, and (3) your creativity? Given
that a community can be made up of any number of different combinations of
individuals who play different roles within educational communities, this session
will explore relationships of trust between teachers and students, teachers and
administrators, between colleagues, and even between students. It is our hope that
listening to others and sharing your own perspectives during this roundtable will
provide a spark for you to continue to critically reflect and engage in honest
dialogues on why personal trust is vital and how you can build trust within your
own community.
Theme: Communities of Practice, Learning Communities
57 Audience: TA Developers Special Interest Group; Writing Centre Special Interest
Group; Educational Developers; Administrators; General
Keywords: personal trust, contractual trust, trust, creativity, learning communities,
storytelling, community
R-6
Room: Arts 105
Thursday, 12:10 - 1:00 pm
In a Perfect Universe(ity)...
Glen R. Loppnow, Department of Chemistry, University of Alberta
Organizational Change Track
Abstract:
"In a perfect universe" is a favorite saying of a friend of mine, and is his way of
separating the ideal from the real. However, the ideal can inform and provide
guidance to the real. In this round-table, we will discover the characteristics of an
ideal post-secondary institution. Globally, we will discuss the answer(s) to the
following question, "With unlimited resources, what would the perfect postsecondary institution look like to students?".
With a model of post-secondary institution that originated in the second industrial
revolution and a history of education literature that stretches back about 150 years,
it is time to reflect on what we've learned.
Specific questions to be discussed (limited to 10-15 minutes each) will be:
1. Who do post-secondary institutions serve (i.e. In planning a new institution, what
should be its goal)? Students? Employers? Governments? Society? Higher goals of
learning?
2. What is the most effective learning environment for students? What would a
classroom look like? Would there be classrooms? What would the teaching look
like?
3. What is the most effective program structure for learning? What disciplines
should every student be exposed to?
4. Of the answers to questions 1-3, what do higher educational institutions currently
do right? Of the answers to questions 1-3, what do higher educational institutions
currently not do, or could improve on?
58 Learning objectives will include the following:
1. Upon completing this round-table, participants will better predict the success of
new learning initiatives and curriculum changes.
2. Upon completing this round-table, participants will be better able to describe a
direction post-secondary education should be moving in and hopefully, a roadmap
of how to accomplish that.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General; Administrators
Keywords: Post-secondary education; Diversity; Teaching reflection; Innovative
pedagogy; Transformational Curricular design; Program Level Outcomes;
Institutional Leadership and Objectives; Integration of Research, Teaching, and
Learning
R-7
Room: Arts 106
Thursday, 12:10 - 1:00 pm
The Value of Co-Curricular Records in Higher Education
Brea Lowenberger, University Learning Centre, University of Saskatchewan
Innovative Practice Track
Abstract:
Academic newsfeeds are frequently populated with stories about institutions
introducing some form of co-curricular record or system that officially recognizes
students’ participation and achievements outside of the classroom. The benefit to
the overall student experience–and to the university as a whole–in recognizing the
development of community-minded and engaged participants is vast. Students gain
a clearer sense of what they’re learning by applying classroom learning to the ‘real
world’, the university honors its commitment to providing a holistic education
which emphasizes citizenry and the responsibility which higher education bestows,
and the reputation of the institution grows as its alumni enter into a competitive
workforce with the experiences required for employment.
Roundtable questions on the horizon:
1) To what degree should the university place value on, or recognize co-curricular
activities which enhance higher learning?
2) What activities or accomplishments are recognized on a co-curricular record?
3) What are co-curricular records used for at (and across) postsecondary institutions?
59 4) How are co-curricular records (and learning outcomes associated with them)
maintained?
5) How is your institution implementing (or planning to implement) co-curricular
records? The University of Saskatchewan hopes to implement a co-curricular record
for its students, and, through this roundtable discussion, we hope to gain a clearer
sense of what is involved.
Theme: Experiential Learning
Audience: General, Administrators, College Educators Special Interest Group
Keywords: holistic education, experiential learning, student experience, citizenry,
community
R-8
Room: Arts 108
Thursday, 12:10 - 1:00 pm
Wider Horizons: Fostering a Culture of Undergraduate Research
Roxanne Harde, Humanities, University of Alberta-Augustana; Neil Haave,
Science, University of Alberta-Augustana
Innovative Practice Track
Abstract:
On the one hand, undergraduate research might seem more easily facilitated at
large medical/doctoral institutions where graduate students provide models for their
undergraduate counterparts. On the other hand, when graduate students are
available and need sources of funding, undergraduates are generally not hired as
research assistants, although this pattern may change as the Tri-Council Agencies
look ever more favorably on undergraduate researchers. The idea of building a
culture of undergraduate research is sound; the academy can only benefit by
widening the horizons of these students and encouraging them to see themselves as
independent researchers. Overall, the idea of undergraduates as researchers has
been gaining currency for some time across Canada, even as faculty members and
administrators seem uncertain as to how to support these endeavors in ways that
benefit the students, their faculty mentors, and the institution as a whole.
As Associate Deans, Teaching and Research, we are both faculty members who
work with undergraduate researchers and administrators who work together to build
a culture of undergraduate research on a small liberal arts campus of the University
of Alberta. In conducting this roundtable discussion, we will first outline the various
60 initiatives we have undertaken at Augustana: an ever growing number of summer
research assistants, including those who are funded to work on their own research
projects; a hugely popular Student Academic Conference at the end of every term;
successful Tri-Council applications built around undergraduate research assistants;
and research on Directed Studies courses undertaken by faculty and students across
the disciplines. We hope to lead participants in a lively discussion that brings
together undergraduate research ideas and initiatives that have worked in a variety
of situations and institutions.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General; Administrators
Keywords: undergraduate research; student experience; liberal arts.
R-9
Room: Arts 108
Thursday, 12:10 - 1:00 pm
On Line Group Projects - Making Them Palatable for On-line Students
Claudia M. Caruana, University of Maryland, University College
Innovative Practice Track
Abstract:
On-­‐line courses at the University of Maryland, University College are required to
have at least one group project. Usually, this is the most disliked component of the
advanced technical writing classes I teach in the program. (At present, I have three
group projects within a 13-week time-frame: one is a hybrid group project and the
other two are standard group projects, one focusing on creating instructions and the
other on visual presentations.
Students complain that they hate group work because there are location and time
zone issues (I have military students in Iraq and Afghanistan as well as others in the
Far East plus stateside students) and dislike working with other students who do not
participate fully or follow-through on the assignment. Others cringe at the thought
of group grades.
What do you do with group projects? Together, we will share and explore what
others do with on-line group projects.
Theme: Transformational Curricular Design
61 Audience: General
Keywords: on-­line education, group projects
R-10
Room: Arts 109
Thursday, 12:10 - 1:00 pm
Challenges and benefits of open source vs. commercial learning
management systems in higher education: Is this the right question and
does it really matter to students?
Nick Baker, Centre for Teaching and Learning, University of Windsor
Organizational Change Track
Abstract:
This session aims to:
- Provide a forum for discussion of the relative benefits and costs of different
approaches to learning management systems
- Discuss the question of whether ‘open source’ vs. ‘commercial’ is even the
question we should be asking
- Determine what is the right question if not this?
- Discuss whether this matters to end users at all.
Learning Management Systems (LMS) or Virtual Learning Environments (VLE) have
become almost ubiquitous in higher education worldwide and are seen as a critical
component of the learning infrastructure in most universities. In recent times there
has been a growing movement towards adopting Open Source (OS), or noncommercial solutions to the provision of LMS. Proponents of open source products
argue that they are more cost effective, flexible and customisable than their
commercial counterparts. They also argue that the community of developers is more
responsive to the needs of the community, and represents a knowledge community
that is important in itself. Supporters of commercial systems argue that the technical
support, stability and quality assurance provided by commercial products outweighs
the cost of reduced flexibility and customisability, while the sheer size of the
community using these tools lends itself to innovation and support for the
community. To complicate matters, there have been recent developments in hybrid
models whereby OS code is utilised in commercial operations.
This roundtable discussion asks you to consider who we should be thinking about
when considering this question, and what it is that actually matters to the end users
62 in the long run. We will examine some of the perceived and actual costs and
benefits of OS vs. commercial models for the provision of LMS resources, and the
blurring of these boundaries with the hybrid models currently evolving. We will
discuss the institutional risks associated with this decision-making process and the
importance of formalising the support, review and governance structures for
educational technology management to ensure quality of service. I will argue that
the LMS can no longer be considered as an add-on, but instead, are as important to
the university’s business as all other IT services such as email, internet and network
access. We will discuss the importance of the end-user experience to adoption,
uptake and cultural change in technology-mediated teaching, and consider the
factors that contribute to this in the context of an institutional LMS.
Theme: Innovation with Technology
Audience: General; Administrators; Educational Developers
Keywords: learning management systems, cultural change, elearning, open source
software, online learning
R-11
Room: Arts 109
Thursday, 12:10 - 1:00 pm
Transition to a new Learning Management System (LMS):
Opportunities for reflection on online teaching, learning, and support
Christopher Goetz, Centre for Teaching and Learning, University of Alberta;
Genevieve Gauthier, Centre for Teaching and Learning, University of Alberta;
Dave Sun, Centre for Teaching and Learning, University of Alberta; David Laurie,
Centre for Teaching and Learning, University of Alberta; Asim Aziz, Centre for
Teaching and Learning, University of Alberta; Trevor Jones, Centre for Teaching
and Learning, University of Alberta
Organizational Change Track
Abstract:
A central learning management system (LMS), such as WebCT, Blackboard or
Moodle is one of the most common technological infrastructures provided in postsecondary institutions. Typically, these web-based systems provide online access to
course material, assessment, management and interactive/collaborative learning
tools. The use and development of these systems will often change over time, as
institutions will inevitably switch from one system to another in order to meet the
rapidly changing needs of teaching, learning, and administration.
63 The transition to a new LMS can provide many complex challenges for a postsecondary institution. This type of institutional change requires vast amounts of
planning, system design, coordination, training, and support in order to meet the
functional baselines set in place by previous systems and processes. How then, does
an institution go beyond the base set of goals and requirements for this type of
transition and focus on higher level challenges? How can an institution use this type
of transition as an opportunity to reflect upon current strategies for online teaching,
learning, and support?
In this round-table, we would like to share and discuss the challenges and
opportunities faced by the University of Alberta during our LMS transition from
Blackboard Vista to Moodle. In particular, we would like to discuss the
opportunities for an institution to use this type of transition as an opportunity to
reflect and improve upon processes, models, and strategies for online teaching,
learning, and support. We hope that this discussion will generate a constructive
exchange of strategies and ideas, and potentially foster the development of a
community of LMS users across universities to share pedagogical and technical
reflections.
Theme: Innovation with Technology
Audience: General
Keywords: learning management systems, transition, moodle, reflection
R-12
Room: Arts 200
Thursday, 12:10 - 1:00 pm
Expanding Horizons: Optimizing International Students' Learning
Experiences
Lynn Taylor, Centre for Learning and Teaching, Dalhousie University
Innovative Practice Track
Abstract:
In 2010, the Association of Universities and Colleges of Canada reported that 7% of
total undergraduate students and 18% of graduate students are full-time visa
students. International students represent a significant population in our student
body and their learning experiences (and success) are a priority for faculty members
and academic administrators, alike.
64 In terms of teaching and learning, international students share many learning
challenges with domestic students making the transition to university study.
Frequently shared challenges may be academic (e.g., advanced knowledge and
ways of thinking a discipline; academic writing), personal (e.g., learning to think
independently), or social (e.g., adapting to a new community). For international
students, these common challenges are compounded by the requirement that they
are expected to work and socialize in a second language and in a new culture.
International students also experience unique challenges that tend to lie more in the
gaps in expectations about learning outcomes, learning experiences, and assessment
strategies. Although professors are aware of differences in how we approach
teaching and learning in different disciplines, we are less likely to be cognizant of
broader academic cultures that differ around the world (Cortazzi & Jin, 1997). Even
more challenging is the fact that we tend to be “blind” to academic culture while
we are immersed in it (Carroll, 2008) and that an explicit effort is required in order
to examine the cultural biases embedded how we teach (Le Gros, 2009). These
broader cultures shape the implicit rules that guide academic work (Dimitrov, 2009;
Kingston & Forland, 2008), but are often not transparent to observers from outside
the dominant culture.
Creating a more inclusive learning environment is essential to optimizing
international students’ learning and opportunities to contribute to our academic
communities. Colleagues who join this roundtable discussion will examine how
some of the ways in which we explain learning outcomes, design learning
experiences, and conduct assessments might not be transparent to international
students, and identify strategies for making our expectations more explicit to all of
our students.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: international students; inclusivity; diversity
R-13
Room: Arts 200
Thursday, 12:10 - 1:00 pm
Teaching in your Second Language: Challenges and Strategies
Marla Arbach, Comparative Literature and Literary Theory, University of Santiago
de Compostela
Innovative Practice Track
65 Abstract:
Higher education as we know it today enjoys an unprecedented degree of
international and intercultural exchange, thanks to hiring practices designed to
attract the best-qualified candidates from anywhere in the world and new
developments in technology that allow collaborations between experts separated by
great geographical distances. The result is that a large percentage of university and
college courses are taught by professors working in a language other than their
native language. What challenges does teaching in your second or other language
pose? What strategies can you employ to help surmount the difficulties and ensure a
successful learning experience for your students? If you teach in your second
language or support instructors who do, join us to share your experience, discuss
tried-and-true strategies and come up with new ideas for teaching successfully in a
language other than your native one.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: second language, teaching strategies
R-14
Room: Arts 206
Thursday, 12:10 - 1:00 pm
Teaching and Learning using Accelerated Scheduling: The Supercourse
Experience!
Brent E. Faught, Department of Community Health Sciences, Brock University;
Madelyn P. Law, Department of Community Health Sciences, Brock University;
Anna Lathrop, Department of Physical Education and Kinesiology, Brock
University
Innovative Practice Track
Abstract:
Introduction: Whether it is physical or psychological; we have an innate affinity for
sometimes wanting to go faster. Accelerated post-secondary school courses and
programs are another example of providing curricular-based experience in a faster
than normal format. These types of courses are increasingly popular for students and
institution administrators. First, students are attracted to such courses because they
facilitate the increasing educational, career and personal demands placed on
66 students. Second, university and college administration consider accelerated course
delivery as a modality in attracting students to their respective institutions.
Course Format: The Faculty of Applied Health Sciences at Brock University offered
their first accelerated undergraduate class called Supercourse, which encompassed
course content from an “Introduction to Community Health Sciences”, Year-1
undergraduate class. Supercourse was conducted daily over two weeks (10
instructional days) from May 3 to 17 in an accelerated manner compared to the
traditional format which is taught once per week, over 8 months. Content delivered
during one day of Supercourse was equivalent to 2 weeks of instructional material
in the traditional course format. Course content was facilitated using both lecture
and seminar components. Lectures were provided in traditional face-to-face lecture
format, while seminars were facilitated using online computer-based assignments in
computer labs facilitated by teaching assistants with a graduate studies discipline in
Applied Health Sciences. All online computer tasks (i.e., short form problem sets,
word matching, electronic flip cards, and current event discussion board exercises)
complemented the course content provided during lecture. The complete daily
pedagogical instructional opportunities included lectures (50%), online seminars
(25%), instructor facilitated study period (12.5%), and evaluation (12.5%). All
evaluations, including semimar participation, quizzes, daily tests and exams were
conducted online. Overall scheduling of Supercourse was extended by 10% to
provide more instructional time by the professor compared to the traditional 8month course format.
Course Outcomes: All 89 students successfully completed the course with a class
average of 76.58% (SD=8.5; range=51-90%). Practically all students (97%) wished
to enroll in courses of this nature in the future.
Objectives of Discussion: Several objectives will be addressed during a roundtable
discussion include:
1. considering the logistics of in-class accelerated course delivery,
2. appreciation of co-existing face-to-face and online learning methods in
accelerated learning,
3. understanding the benefits and challenges of accelerated learning with regard to
course delivery and assessment.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: College Educators Special Interest Group
Keywords: teaching, learning, accelerated scheduling, academic success
67 R-15
Room: Arts 206
Thursday, 12:10 - 1:00 pm
Motivating More Students in Larger Classes: Using the Carrot and the
Stick
Russell Day, Psychology Department, Simon Fraser University
Innovative Practice Track
Abstract:
Despite claims that a university undergraduate student should be motivated by a
‘desire to learn for learning’s sake’, I have heard rumours that not all students aspire
to such lofty goals. In our larger and increasingly diverse classes it is becoming
more and more difficult to have the sort of personal interaction with each and every
student that many of us found motivating when we were students. By the end of this
Roundtable, participants will be able to distinguish between intrinsic and extrinsic
motivation (Deci & Ryan, 1985) and see how they might use both to help students
successfully complete their courses. We will begin by examining how the decline in
intrinsic motivation (the tasty carrot: love of learning) has been partially replaced by
extrinsic motivation (the dreaded stick: the external reward of a ‘degree’ or the
punishment of failure), then discuss how we might use both to encourage successful
learning across the spectrum of students in our courses. One example of successful
use of extrinsic motivation is the introduction of graded ‘clicker’ quizzes to
encourage consistent effort throughout the course (e.g., students keeping up with
their readings to reduce the temptation to use the ‘coast, cram & flush’ model of
studying). Plan to share examples of successful and less successful attempts to find
the right balance between intrinsic and extrinsic motivation : we can all learn from
our shared stories. (While this Roundtable topic is most appropriate for in-class
instructors, one intended outcome is a greater recognition that everyone, to some
degree, even staff and faculty - appreciates external rewards, so why wouldn’t our
students?)
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: intrinsic motivation extrinsic motivation
68 R-16
Room: Arts 210
Thursday, 12:10 - 1:00 pm
Informal Mid-term Teaching Evaluations: Constructing a Practical
Resource for Faculty
Jovan Groen, Centre of University Teaching, University of Ottawa
Innovative Practice Track
Abstract:
Mid-term evaluations are formative evaluations that allow professors to address
teaching and learning related issues and difficulties while a course is on-going. By
asking students specific questions, professors receive feedback on items for
improvement as well as in class successes. Based on this feedback, a plan of action
can be created to bring about specific modifications to various aspects of a course
with the ultimate goal of improving the teaching and learning experience.
As a useful pedagogical tool, mid-term evaluations produce valuable information
about how students are performing and perceiving a course (Yao & Grady, 2005).
Other benefits include: targeted feedback about aspects of a course that students are
often too shy to bring up in class; a strengthened student-professor relationship as a
result of students feeling like valued contributors within a course (Hampton &
Reiser, 2002); and generally higher end-of-term course evaluations (Davies, 1993).
As the topic of in-class student feedback (through mid-term evaluations) is
increasingly discussed in Faculty development workshops and consultations at the
University of Ottawa, a need for a set of tools allowing instructors to obtain
formative feedback has been identified.
To meet this need the Centre for University Teaching is developing a resource
website which contains:
- An explanation and rationale for the use of mid-term evaluations;
- A guide outlining the construction of effective feedback tools;
- A database of bilingual questions that instructors may use in the construction of
their own feedback tools;
- Procedures speaking to the administration of different feedback tools;
- Varied examples, both electronic and in print, of successfully used feedback tools
from multiple disciplines;
- A guide outlining how to analyse and interpret the results of mid-term evaluations
and suggested methods for responding to the class.
69 This roundtable will serve as a forum to discuss best practices in collecting informal
student feedback as well as strategies related to the creation of innovative resources
and how these may be used by university instructors.
Learning Outcomes:
By the end of the roundtable discussion participants will be able to:
- Describe the benefits of mid-term evaluations;
- Evaluate a variety of feedback tools and strategies;
- Explain ways in which quality resources can be created and disseminated to
Faculty.
The session will be facilitated in English; however, questions in French are
encouraged. All documents and materials will be provided in both English and
French.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: Educational Developers; General
Keywords: mid-term teaching evaluations, formative evaluations, online resource,
student feedback, feedback tools
R-17
Room: Arts 210
Thursday, 12:10 - 1:00 pm
Supporting Scholarship of Teaching and Learning Communities
Through a Web Portal
Gary Hunt, Centre for Teaching and Learning, Thompson Rivers University;
Heather Hurren, Centre for Teaching and Learning, University of British
Columbia-Okanagan; Peter Arthur, Centre for Teaching and Learning, UBCOkanagan; Janine Hirtz, Centre for Teaching and Learning, UBC-Okanagan; Sylvia
Currie, BCCampus
Research Track
Abstract:
The quality of scholarly research on teaching can be enhanced when Scholarship of
Teaching and Learning (SoTL) practitioners can easily connect with one another to
exchange ideas and have open communication that can enhance the development
70 of quality research and communities of practice. Providing convenient opportunities
for public sharing of research ideas is an important element in the SoTL movement.
The presenters have been awarded a grant through the Educational Developers
Caucus to implement an internet portal that will allow visitors to search a project
database for research ideas, projects in progress or completed, and seek potential
research collaborators. We believe that opportunities for SoTL research can be
enhanced by providing a central website with unrestricted access that can lower the
barriers to communication of time, distance, and cost.
The goal of this roundtable discussion is to get feedback on how this website can be
designed and promoted to most effectively serve the needs of SoTL researchers and
educational developers. How can we best encourage contributions to the site? How
should the site be organized for easy navigating and location of resources? What
categories of projects would be best; early ideas, projects in progress, completed
research? Could the site also be used for dissemination of results? What other needs
could the portal meet that would further the cause of SoTL? Following a brief
summary of the project status, we will invite participants to share experiences and
ideas for ways to make this website most useful.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: research, sotl, online resources
R-18
Room: Arts 212
Thursday, 12:10 - 1:00 pm
Innovative Partnerships: An Approach to Pediatric Clinical Education
Marcella Ogenchuk, College of Nursing, University of Saskatchewan; Shelley
Spurr, College of Nursing, University of Saskatchewan; Michelle Prytula,
Department of Educational Administration, University of Saskatchewan; Jill Bally,
College of Nursing, University of Saskatchewan.
Innovative Practice Track
Abstract:
An enrollment increase in nursing education in Saskatchewan catalyzed an
evaluation of the current pediatric clinical practica. Traditionally, acute care has
been used as the primary setting for this practicum. Changes in the program created
71 a need to expand this clinical experience beyond the conventional setting. The
purpose of this presentation is to describe how University of Saskatchewan faculty
developed a community partnership along with a Saskatoon School Division,
resulting in a unique learning experience among students from the colleges of
Nursing, Dentistry, and Kinesiology. The primary goal of this partnership was to
create an interprofessional clinical rotation within the school community promoting
health and wellness of children and youth. One noteworthy learning experience
was that Nursing and Dentistry student participants provided oral health
assessments to 110 of 130 elementary students allowing 57 urgent dental needs to
receive appropriate referrals. The partnership between school communities and
academic health sciences led to mutual learning and improved pediatric care.
Learning objectives of this experience included: (a) allowing nursing students to
develop their communication and teaching skills through teaching specific health
related lessons in the classroom, (b) interprofessional collaboration with teachers
and other health professionals regarding assessing and addressing needs in the
larger community, (c) instructing students on current, in-situ health concerns,
including reducing illnesses and improving physical wellness, (d) providing the
opportunity for nursing students to build and maintain relationships with students
and the wider community, and (e) how to fill urgent and less pressing student needs
through initial health and wellness assessments and referrals, and providing
information to teachers on how to do the same.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: College Educators Special Interest Group; Writing Centre Special
Interest Group; Educational Developers; Administrators; General
Keywords: collaborative partnerships, interdisciplinary collaboration, health,
education, practicuum
R-19
Room: Arts 212
Thursday, 12:10 - 1:00 pm
Narrative pedagogy and the evaluation of clinical practice in
education: Fostering clinical competency through stories
Stephanie Zettel, Faculty of Health and Community Studies, Mount Royal
University
Research Track
Abstract:
72 Research question: How do students in a first year clinical practicum use guided
instructor feedback in learning what it means to become a professional registered
nurse?
Project Summary: Students will receive guided narrative feedback from the
instructor that is situated in the context of their clinical experience and directed
toward specific benchmarks they must meet in order to progress in the program. All
consenting participants will receive written feedback on their practice each week to
which they will provide a written response. This dialogue will continue from week
to week as students care for different patients and are prompted by the instructor to
think about how key concepts they have learned in theory are applied in the clinical
context. Assignments in the course also lend themselves to this integration of theory
and practice and facilitate further reflection by the students on what it means to be a
professional nurse. Participants’ written work will be kept until the end of the course
after which time, students will be interviewed to understand the relative impact of
the instructor’s feedback on their learning. Data will be analyzed for common
themes using narrative inquiry and self-authorship around what elements students
believe to be important in their learning how to become a professional registered
nurse.
Theme: Experiential Learning
Audience: General
Keywords: critical thinking, clinical judgment, reflection, self-efficacy,
competence, narrative pedagogy, feedback
R-20
Room: Arts 213
Thursday, 12:10 - 1:00 pm
Stories from a sustainable teaching and learning class/community
Peta White, University of Regina
Innovative Practice Track
Abstract:
This roundtable discussion will explore the methods, undergirding methodologies,
and the theoretical framings this work utilises to create a community of teachers and
learners within an undergraduate environmental education class for pre-service
teachers. With a focus on developing a community of teachers and learners, this
environmental education class has critiqued, challenged, and, ultimately,
73 transformed participants; initiating a level of sustainability in education. Through
working together on activist projects, creating possibilities for becoming, looking for
disruptions and reinscriptions, using evaluative strategies to share responsibilities,
and valuing all aspects of teaching and learning, this class is becoming
transformational in its critical expression of sustainable education.
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 stories with others looking for similar transformational
outcomes from their teaching practices. This roundtable discussion hopes to “walk
its talk”, creating a community of learners through discussion and conversation,
where we come together to openly explore ideas around transformational education
practice. While the specific context for this experience has been environmental
education in a pre-service teacher course, any similar transformational community
teaching and learning discussion is welcome. This roundtable discussion can
directly address the conference theme calling for diversity and inclusivity in our
practice in Higher Education through a discussion around how the practice of
developing a learning community is supportive of each and every member in
individualised ways.
Theme: Communities of Practice, Learning Communities
Audience: General
Keywords: transformational teaching and learning, working in community,
environmental education
R-21
Room: Arts 213
Thursday, 12:10 - 1:00 pm
Moving from your Comfort Zone into “The Zone”: Sharing Successes
and Surprises
Sheryl Mills, The Gwenna Moss Centre for Teaching Effectiveness, University of
Saskatchewan; Terry Tollefson, Soil Science, University of Saskatchewan
Innovative Practice Track
74 Abstract:
“I spent a good part of my career very comfortable and then BANG! AN
OPPORTUNITY! And now I’m out of my comfort zone–full time, new position, new
people.”
“I was particularly uneasy that first morning of class. Instead of addressing a very
familiar agricultural student body I was addressing a multicultural group with a
background I did not share.”
If this has happened in your career, you know there is much to be learned from
leaving your teaching comfort zone. At this round table session we’ll discuss what’s
learned from new experiences and feeling uncomfortable in the classroom. It’s those
times when we have the greatest opportunity to grow as instructors. In your
experience, what have you done when faced with a new situation and what have
you learned? How did you differentiate between "discomfort" and challenge? How
have your teaching practices changed as a result of new situations? How did you
move into "The Zone"? The objectives for this session are two-fold: (1) share and
celebrate success stories and the advantages from moving out of the comfort zone
and into The Zone; and (2) compile recommendations for moving beyond
discomfort to new levels of teaching excellence.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: innovation, comfort zone, change
R-22
Room: Arts 214
Thursday, 12:10 - 1:00 pm
New Pathways to Connect with Students
Julie Weible, STLHE student board member-at-large (outgoing), University of
Calgary; Natalie Gerum, STLHE student board member-at-large (incoming), Mount
Allison University; Arshad Ahmad, STLHE President, Concordia University; Susan
Vajocki, STLHE board member, McMaster University; Angie Thompson, STLHE
board member, St. Francis Xavier University
Innovative Practice Track
75 Abstract:
STLHE is committed to the improvement of teaching and learning in higher
education. While the majority of the society is made up of faculty, faculty
developers and administrators, key stakeholder groups include the student and
graduate students who also have complex teaching responsibilities. STLHE is
interested in understanding what the needs of students are, and more specifically
what the society can do to support students in teaching roles.
The purpose of this session explores pathways through which STLHE can make a
difference to the student experience. We pose a few leading questions and ask the
audience to generate more.
What kinds of roles can student's play in the Society's strategic and operational
activities? Should the Society have more student voices on its Board and or
partnerships with student associations? Who would best represent student voices
across Canada? How can STLHE have more students participating in its
conferences? How can we hear more of their voices? What are other means to
connect directly with students?
During the session, STLHE Board members including the past and new student-reps,
as well as the President, will run a group brainstorming session based on
participants’ interests. After two rounds of ideas, summaries will be presented to the
entire audience.
The data collected in this session will feed into a report that will be shared with the
STLHE Board emphasizing specific steps that can be implemented in the short and
medium term.
If you are a student with teaching responsibilities, this session is for you!
Theme: Communities of Practice, Learning Communities
Audience: General
Keywords: graduate students
76 R-23
Room: Arts 214
Thursday, 12:10 - 1:00 pm
Teaching-Stream Faculty: Measuring and Communicating Scholarship
and other Scholarly Activities
Colin J. Montpetit, Department of Biology, University of Ottawa; Lovaye Kajiura,
Department of Biology, McMaster University
Organizational Change Track
Abstract:
Many postsecondary institutions are now employing teaching-stream faculty to meet
the challenges of increasing enrolments and the continuity of educational programs.
While teaching-stream faculty are typically engaged in teaching a number of
courses (both large and small enrolment), there exists many differences among them
in regards to their roles within their institutions and engagement in professional
development through scholarly activities in the field of teaching and learning in
higher education. While the approaches to evaluate the scholarship and scholarly
activities of regular-stream professors (research professors) are established in longheld traditions, approaches to evaluating such activities for teaching-stream faculty
are often not well-defined, inconsistent with job descriptions, or non-existent. Given
the great diversity among “teaching-stream faculty” positions, it is important for one
to clearly define their role not only to effectively engage in scholarship relevant to
his/her position, but, equally important, to be able to communicate these activities
and their impact to peers and colleagues. In this interactive session, we will draw on
the participants’ collective experiences to identify practices that may help teachingstream faculty measure and communicate the impact of their scholarship and
scholarly activities in the field of teaching and learning in higher education.
Participants of this session will leave with ideas and strategies to effectively
communicate the relevance and impact of their scholarly activities in the field of
SoTL in higher education. This session may also be of interest to regular : stream
faculty who wish to communicate their scholarship of teaching and learning.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: scholarship, teaching stream faculty
77 R-24
Room: Arts 217
Thursday, 12:10 - 1:00 pm
"Have you, my little serpents, a new skin?" Transformative Possibilities
for Curricular Design in English Studies and Beyond
Lee Easton, English, Mount Royal University; Kelly Hewson, English, Mount Royal
University
Innovative Practice Track
Abstract:
Change? Yes, we must change, only show me the Theory, and I will be at the
barricades, show me the book of the next Beautiful Theory, and I promise you these
blind eyes will see again, just to read it, to devour that text. Show me the words that
will reorder the world, or else keep silent. If the snake sheds his skin before a new
skin is ready, naked he will be in the world, prey to the forces of chaos. Without his
skin, he will be dismantled, lose coherence and die. –the Oldest Living Bolshevik in
the World from Tony Kushner’s Angels in America
"Have you, my little serpents, a new skin?": Transformative Possibilities for
Curricular Design in English Studies and Beyond
To embark on transformational curricular design without learning from what, in the
late 20th century, have been called the “Theory Wars” would be foolish. It is
equally foolish to anchor a transformative project on a single, totalizing theoretical
concept such as that to which the Oldest Living Bolshevik gestures in our epigraph.
However, the image he conjures--of a snake shedding an old skin and acquiring a
new one–galvanizes us as critical pedagogues. What is it we must shed and what is
it we must acquire as we transform our curricula and pedagogies into those that are
coherent, compelling and alive to the times in which we live? We contend that the
emergent discipline of the scholarship of teaching and learning has a particularly
big role to play. If such ‘new skin’ isn’t acquired here, it is hard to imagine it
occurring elsewhere. And yet, we argue, this field still needs a more thorough
engagement with social and cultural theory in order to realize its potential.
To illustrate our contentions, we turn to literary studies and the curricular space
called “English” which Australian Ian Hunter argues is less characterized by its
particular subject matter–’literature’ or more recently ‘culture’–than its insistence on
creating a specific kind of “pedagogical milieu’ in which ethical and aesthetic
capacities are inculcated to produce a particular kind of citizen. Working from its
claim to be the core subject best suited to provide literacy, “English”-- from F.R.
Leavis to Raymond Williams and more recently bell hooks--has been a discipline
78 shaped by its commitment to a social mission and its thorough engagement with
social theory. Our presentation–a manifesto really–maps out how some of the
theories which have shaped English curricula and pedagogies can inform a more
fully theorized scholarship of teaching and learning, and hence, open up the
possibility in many disciplines for diverse, thoughtful and responsive teaching and
learning transformations.
Theme: Transformational Curricular Design
Audience: Administrators; Educational Developers; Writing Centre Special Interest
Group; College Educators Special Interest Group
Keywords: theorising sotl, transformative curricula and pedagogies
R-25
Room: Arts 217
Thursday, 12:10 - 1:00 pm
Bridging an Enthusiasm Gap in the Classroom: Can Reality TV Help?
Richard J. Long, Edwards School of Business, University of Saskatchewan
Innovative Practice Track
Abstract:
Visualize this. You teach a team-based course reputed to be one of the most
challenging in the college. In order to succeed, groups of five or six students must
band together to complete a term-long project, submitted in three phases, that tests
not only their intellectual abilities and application skills but also their ability to work
together as a cohesive team. It requires the commitment of many hours outside the
classroom for team meetings and for meeting preparation. According to the student
evaluations conducted at the end of the course, many students report learning a lot,
but they also find the class a tough grind, and many are resentful of the time
commitment required. Is there a way, you wonder, for a very challenging and timeintensive class to not only provide an effective learning experience, but to do so in a
way in which students are enthusiastically engaged in the class? The class in
question is a course in strategic compensation for senior undergraduates at the
Edwards School of Business of the University of Saskatchewan. In order for students
to gain real mastery over a complex body of knowledge, application is essential. To
provide this opportunity, a computer-based simulation was implemented over a
decade ago, which requires students to utilize the conceptual material provided in
the text and lectures to develop a complete compensation system for a simulated
firm–all the way from strategy to implementation.
79 While use of the simulation succeeded in promoting the learning goals of the
course, and helped to breathe life into the course concepts, it did not result in
enthusiastic course engagement for a substantial portion of the students. As the class
instructor, I pondered what could be done about this “enthusiasm gap” while taking
a break from marking compensation projects. On the television at the time–several
years ago now–was a series entitled “Survivor” (now in its 22nd season) in which a
group of ordinary people (divided into two teams) are marooned on a tropical island
for 39 days, and need to not only depend on their own resources to survive, but
must also compete against the other team every few days, in hopes of winning food
and other useful rewards as well as immunity from having to vote someone “off the
island.” Eventually, there is one “sole survivor” who wins a million dollars.
When interviewed after being voted off the island, virtually every survivor (whether
they won the million dollars or not) claims that although this was the hardest thing
that they have ever done, it was also one of the most rewarding. Given that
“Survivor” is very popular with the demographic group that typifies my students, I
decided to see whether I might be able to bridge the enthusiasm gap by adding
some “Survivor” concepts to my class pedagogy. Could reality TV improve
classroom reality? This session first shares that story, and then invites participants to
share their views and experiences about using reality TV to spur engagement in the
classroom.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: teamwork, simulations, engagement
80 Christopher Knapper Lifetime Achievement Award Presentation
Thursday, June 16 from 1:10 to 2:00 pm
Arts 143
The Venn Diagram that is My Working Life: What Higher Education Researchers
Know and What Instructors Do
Dr. Gary Poole, University of British Columbia
In higher education, we continue to lament the apparent disconnection between a
large body of evidence on effective teaching and current teaching practice — two
circles in a Venn diagram that barely overlap. We may believe that this
disconnection would never be tolerated in other fields, though, in reality the
challenge of translating research findings into practice is shared widely — from
health professions (see Brown, et al., 2009; Haynes & Haines, 1998) to higher
education (see Carey, 2010). As illogical as it may seem, informing practice with
good evidence is hard to do. It turns out that there are a number of good reasons for
this difficulty, and we will look at some of them in this session.
We will also look at some of the significant challenges associated with amassing
evidence via educational research in the first place, and how educational
researchers must manage the expectations of practitioners who want to know “what
works.” In this context, we need to look closely at the concept of “expertise.”
What does expertise mean in teaching and learning and what happens when our
colleagues come to realize that expertise rarely results in expedient educational
solutions?
BIO:
Gary Poole is one of the most well-known and respected figures in Canadian
educational development. In 1992 he became the first director of SFU’s Centre for
University Teaching and was at SFU for 12 years before moving down the mountain
to UBC. He recently retired as Director of the Centre for Teaching and Academic
Growth and the Founding Director of the Institute for the Scholarship of Teaching
and Learning at the University of British Columbia.
He served for 10 years on the Steering Committee of STLHE, and for four years as
our fourth president, during which time it is fair he changed the face of the
organization and put it on a much more professional footing, with a permanent
secretariat, expanded external partnerships, institutional memberships, and
engagement in a comprehensive strategic planning exercise.
His organization of the wonderful annual meetings of educational developers each
February in Vancouver led to the establishment of the Educational Developers
81 Caucus that is now such an important part of STLHE. He was also very active in the
establishment of the International Society for the Scholarship of Teaching and
Learning, of which is about to become President.
Gary is an educational leader, writer, award winning teacher (he earned a 3M
Teaching Fellowship in 1994), educational broadcaster, sportsman, and fashion
model (hence the extraordinary sight of me in a suit).
ABOUT THE CHRISTOPHER KNAPPER LIFETIME ACHIEVEMENT AWARD
(CKLAA):
In 2002, STLHE created this award to honour individuals who have, over their
career, made significant contributions to teaching, learning and educational
development in Canadian higher education. The first recipient, Christopher
Knapper, was founding president of STLHE and a member of the Society's Board of
Directors for 20 years. Gary Poole, together with Cynthia Weston, who was a corecipient of the 2010 CKLAA Award and who will give her CKLAA presentation at
the 2012 STLHE Conference in Montreal, are the fifth recipients of the CKLAA.
82 Concurrent Session Two
Thursday, June 16, 2:10 – 3:00 pm
C2-1
2:10 - 3:00 pm
Room: Arts 102
Creating Welcoming Environments for Indigenous Knowledges in Higher Education
Margaret Kovach, Educational Foundations, University of Saskatchewan; Carmen
Gilles, Educational Foundations, University of Saskatchewan
________________________________________________________________________
C2-2a
2:10 - 2:35 pm
Room: Arts 208
The Experiences of Students in an Accelerated First Year Course
Madelyn P. Law, Department of Community Health Sciences, Brock University; Brent
E. Faught, Department of Community Health Sciences, Brock University
________________________________________________________________________
C2-2b
2:35 - 3:00 pm
Room: Arts 208
What Instructors Report about their First-Year Students
Thomas F. Nelson Laird, Center for Postsecondary Research, Indiana University;
Mahauganee D. Shaw, Center for Postsecondary Research, Indiana University; Eddie
R. Cole, Center for Postsecondary Research, Indiana University
________________________________________________________________________
C2-3a
2:10 - 2:35 pm
Room: Arts 211
Optimizing Faculty Skills for Distributed Learning: Understanding the Issues for
Faculty Development
Sonia A. Udod, College of Nursing, University of Saskatchewan; Louise Racine,
College of Nursing, University of Saskatchewan; R. Anne Springer, College of
Nursing, University of Saskatchewan; Pat Wall, Continuing Nursing Education,
College of Nursing, University of Saskatchewan
________________________________________________________________________
83 C2-3b
2:35 - 3:00 pm
Room: Arts 211
Diversity, Performance and Ranking: A Malaysian Higher Education Institution's
Perspective
Ananda Kumar Palaniappan, Department of Educational Psychology and Counseling,
University of Malaya
________________________________________________________________________
C2-4
2:10 - 3:00 pm
Room: Arts 101
Technology and the New Academics
Robert Horgan, Faculty of Education, Queen's University; Andrea Horgan, Student
Experience Centre, University of Ontario Institute of Technology
________________________________________________________________________
C2-5
2:10 - 3:00 pm
Room: Arts 104
Inclusive Practice in Field Education
Gai Harrison, School of Social Work and Human Services, University of Queensland;
Rose Melville, School of Social Work and Human Services, University of Queensland
________________________________________________________________________
C2-6
2:10 - 3:00 pm
Room: Arts 106
Psychology? Citizenship? Helping first year students think beyond the multiple
choice exam
Connie K. Varnhagen, Psychology, University of Alberta
________________________________________________________________________
C2-7
2:10 - 3:00 pm
Room: Arts 108
How instructors make meaning of features in Active Learning Classrooms (ALCs)
and the impact on the student learning experience.
Adam Finkelstein, Teaching and Learning Services, McGill University; Jaehoon Han,
Department of Educational Psychology and Counseling, McGill University; Mariela
Tovar, Teaching and Learning Services, McGill University; Cynthia Weston, Teaching
and Learning Services, McGill University
84 ________________________________________________________________________
C2-8
2:10 - 3:00 pm
Room: Arts 214
Transcribe Your Class - Using Technology to Improve Accessibility
Keith Bain, Liberated Learning Consortium, Saint Mary's University; Eunice LundLucas, Disability Services, Trent University
________________________________________________________________________
C2-9
2:10 - 3:00 pm
Room: Arts 210
Phases of learning in Higher Education
Maureen Volk, Memorial University
________________________________________________________________________
C2-10
2:10 - 3:00 pm
Room: Arts 109
Creating a shared commitment to excellence in teaching and learning: A
collaborative, comprehensive, Faculty-wide approach
Mariela Tovar, Teaching and Learning Services (TLS); Tina Piper, Faculty of Law;
Jennie Ferris, TLS; Carolyn Samuel, Centre for Continuing Education; Dr. Laura
Winer, TLS, McGill University
________________________________________________________________________
C2-11
2:10 - 3:00 pm
Room: Arts 105
Contre toute attente : promouvoir le succès des étudiants malgré leurs défis
langagiers/Against All Odds: Promoting student success despite language barriers
Ginette Roberge, Ècole des sciences de l'Èducation, Laurentian University
________________________________________________________________________
C2-12
2:10 - 3:00 pm
Room: Arts 217
CWCA Plenary Session - Writing Centres: Interactions with Diversity
Marion McKeown, Royal Military College
________________________________________________________________________
85 C2-13
2:10 - 3:00 pm
Room: Arts 212
CSEC Plenary Session - Peer Leadership: Practices from Canadian Colleges
Ruth Rodgers, Durham College; Janice MacMillan, Durham College; Tim Loblaw, SAIT
Polytechnic; Annemarieke Hoekstra, Northern Alberta Institute of Technology
________________________________________________________________________
C2-14
2:10 - 3:00 pm
Room: Arts 206
TAGSA Plenary Session - Defining Our Paths: Exploring diverse ways of supporting
graduate students
Megan Burnett, University of Toronto
________________________________________________________________________
C2-15
2:10 - 3:00 pm
Room: Arts 200
From professional development to integrated scholarly experience: transforming the
ontology of graduate education
Teresa Dawson, Learning and Teaching Centre and Department of Geography;
Gweneth Doane, Faculty of Graduate Studies and Faculty of Nursing, University of
Victoria
________________________________________________________________________
86 Concurrent Session Two
C2-1
Room: Arts 102
Thursday, 2:10 – 3:00 pm
Creating Welcoming Environments for Indigenous Knowledges in
Higher Education
Margaret Kovach, Educational Foundations, University of Saskatchewan; Carmen
Gilles, Educational Foundations, University of Saskatchewan
Research Track
Abstract:
What is required of post-secondary educational systems that propose a mandate of
inclusivity in classroom curriculum and instruction? Who needs to be involved?
What conversations and actions need to occur? These are critical questions for
moving forward with educational inclusiveness in higher education. This session
seeks to respond to these questions from the specific context of Aboriginal postsecondary education and from the particular vantage point of post-secondary
educators. The focus of this session is a 2009 pilot study of non-Indigenous teacher
educators at the University of Saskatchewan. Using a qualitative research design
incorporating an Indigenous methodological approach this study offers insight into
the challenges and motivations of integrating Indigenous Knowledges into general
course instruction. A finding of the research showed participant understanding of
Indigenous Knowledges as a way of understanding the world that, more often than
not, contrasted with western formal post-secondary environments requiring
examination of one’s own instructional readiness. A further finding of the study
showed that the ability to integrate Indigenous Knowledges into classroom
instruction was dependent upon several relational influences as the institution,
collegial support, student dynamic and connection with the Indigenous community
(Kovach, 2010).
This session will offer an overview of these findings and introduce the purpose,
goals, and research activities of a larger cross-disciplinary research project
expanding upon the pilot study funded by a Social Sciences and Humanities
Research Council grant involving Indigenous and non-Indigenous faculty in
Education and Social Work in four post-secondary sites in Western Canada.
Theme: Diversity and Inclusive Practice in Higher Education
87 Audience: General
Keywords: higher learning, aboriginal, curriculum, instruction, indigenous
knowledges
C2-2a
Room: Arts 208
Thursday, 2:10 - 2:35 pm
The Experiences of Students in an Accelerated First Year Course
Madelyn P. Law, Department of Community Health Sciences, Brock University;
Brent E. Faught, Department of Community Health Sciences, Brock University
Research Track
Abstract:
Introduction: Individual, social and organizational factors influence student
retention and performance (Thomas, 2002). As outlined by Wlodkowski (2003)
factors such as motivation, concentration, work experience, self direction and an
abbreviated amount of time for learning may help to enhance student learning.
Students continue to struggle with the desire to pursue their educational goals in the
midst of competing personal priorities such as maintaining employment or family
responsibilities, either as an adult learner or traditional university student. These
personal and social demands and the understanding of the value of an accelerated
learning environment in higher education lead to the development of
“Supercourse”.
Purpose: The purpose of this project was to explore the experiences of students in
an accelerated (2 week format) full credit course called “Supercourse” which was
offered through the Faculty of Applied Health Sciences at Brock University.
Method: Using a cross sectional design students were asked to respond to survey
questions and to write their thoughts and experiences in a qualitative open ended
format. This allowed for both a descriptive quantitative analysis and qualitative
content analysis approach. Questions pertaining to the reason for taking the course,
their overall perceptions of the course and impact on their educational goals were
examined. Supercourse was conducted daily over two weeks (10 instructional days;
May 3-17) in an accelerated format at the level of Year-1 on health-related content.
89 undergraduate students were enrolled in the course and data collection was
completed by 74 students (M=28; F=46) with an online survey format.
88 Results: A favorable responses to the course format was seen with 94% of the
respondents reporting that they would take a course in this format again. Out of 90
students who were initially enrolled in the course, only one student dropped out of
the course. 80.5% of the students indicated that they took the course so that they
could complete a credit and then they could focus on a job in the remaining
summer months. This was further highlighted in the qualitative data where students
outlined that the two week format allowed them to “get ahead” and at the same
time be able to work and make money to support their education during the rest of
the year. Further to this, students were asked what they liked most about the course
to which the two mostly commonly stated reasons were the length of the course and
the fact that the format required their complete focus and investment which they felt
enhanced their understanding of the material.
Conclusions: The results of this research outline that this accelerated course helped
students to manage their desire to take spring and summer courses to ease their
workload for the year long program while being able to successfully manage
summer work. Understanding the students’ personal and social situation in the
development of an accelerated learning environment appears to have resulted in a
high level of student retention and motivation.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: student experience, innovative course delivery
C2-2b
Room: Arts 208
Thursday, 2:35 - 3:00 pm
What Instructors Report about their First-Year Students
Thomas F. Nelson Laird, Center for Postsecondary Research, Indiana University;
Mahauganee D. Shaw, Center for Postsecondary Research, Indiana University;
Eddie R. Cole, Center for Postsecondary Research, Indiana University
Research Track
Abstract:
Drawing on data from institutions that participated in the Faculty Survey of Student
Engagement (FSSE), this presentation examines instructors’ perceptions of the nature
and frequency of first-year students’ engagement in educationally effective
practices. FSSE annually collects such information from institutions of higher
89 education where students have completed the National Survey of Student
Engagement (NSSE).
Hundreds of institutions, including 8 Canadian institutions, have used FSSE to gain a
broader picture of student engagement on their campuses. In this session, we focus
on general as well as Canadian-specific findings about instructors perceptions of the
amount of first-year student participation in effective practices, such as active and
collaborative learning and student-faculty interaction–findings from NSSE are used
to highlight areas of potential agreement and discrepancy between students and
instructors. In addition, our results highlight how certain faculty characteristics
predict their perceptions of first-year students.
Though other forms of engagement will be discussed in the session, we use studentfaculty interaction here to illustrate the importance of this work. Nearly all who
study student-faculty interactions report findings from the students’ perspective (e.g.,
Astin, 1993; Kuh & Hu, 2001; Pascarella & Terenzini, 1991, 2005). The literature
says little about faculty perceptions of their interactions with students generally, and
with first-year students particularly. One aim of this session is to better understand
student-faculty interactions from the faculty point of view in order to identify areas
where faculty can help first-year students engage more effectively. Our findings
suggest, for example, that 17% of faculty reporting about first-year students indicate
that the typical first-year student they teach never discusses ideas from readings or
coursework with their faculty members outside of class and another 62% indicate
that first-year students only do this sometimes.
First-year students who interact with faculty in and outside the classroom are known
to experience greater gains in personal/social development and general education
knowledge (Umbach & Wawrzynksi, 2005); yet, evidence suggests they are the least
likely group to do so (e.g., at 2010 NSSE institutions, 40% of first-year students
reported never discussing ideas from readings or coursework with their faculty
members outside of class), particularly at large research institutions (Kuh & Hu,
2001).
Through an interactive presentation, we will introduce participants to FSSE and
NSSE, describe our findings about faculty perceptions of first-year students, and
explore the possible implications of the findings for instructors, professional
development staff, and administrators seeking to improve instructional practice.
Participants will leave this session with a better understanding of the surveys of
student engagement and faculty perceptions of first-year students. Further,
participants will leave with ideas, shared by the presenters and participants, for
applying the findings to their institutional context. Such ideas will likely include
encouraging faculty to provide more opportunities for students to engage (e.g.,
providing more ways for interacting with instructors outside of the classroom
90 context) and for faculty members and others to gather more information about what
their students are actually doing.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: teaching practices, first-year students, student engagement, instructor
perceptions
C2-3a
Room: Arts 211
Thursday, 3:30 - 3:55 pm
Optimizing Faculty Skills for Distributed Learning: Understanding the
Issues for Faculty Development
Sonia A. Udod, College of Nursing, University of Saskatchewan; Louise Racine,
College of Nursing, University of Saskatchewan; R. Anne Springer, College of
Nursing, University of Saskatchewan; Pat Wall, Continuing Nursing Education,
University of Saskatchewan
Research Track
Abstract:
Session Objectives:
1. To present the outcomes of a pilot study designed to explore and understand the
technological and pedagogical knowledge and learning needs of faculty who will
teach in a distributed learning delivery model involving multiple educational sites.
2. To engage the audience in a discussion of the issues arising from the survey
regarding teacher preparedness when measured against leaner and organizational
expectations for distributed learning.
3. Discuss strategies for enhancing faculty skills and knowledge in distributed
learning environments.
Globalization, internationalization, and new technologies represent the driving
forces that indubitably influence nursing education in the 21st century. The impact
of these forces on curriculum development, learning and teaching strategies, and
pedagogical practices remains elusive. While distributed learning is critical to
geographically distant students and promoting a student-centered philosophy
represents a noteworthy goal for nursing education, the implementation of a
distributed learning model is not without challenges for nurse educators and
administrators alike. Technological innovations in higher education include
91 sophisticated distance teaching-learning approaches, yet the implementation of a
distributed learning model of delivery can be an experience that engages nurse
educators in rich and life changing learning experiences. Nonetheless, these
experiences may also create uncertainty as increasing demand to master new
technologies and pedagogies arise.
This pilot project explored the needs of nursing faculty prior to the implementation
of a new curriculum designed to improve student experiences inside and outside the
classroom. The objectives of the study were to explore faculty needs and to
document problems, perceived or actual, pertaining to issues of pedagogy and
technological preparedness. The distributed learning literature suggests that course
planning, communication skills, collaborative teamwork, and technology
proficiency are the four key areas in which faculty require competency. The new
curriculum requires a shift from traditional methods of course delivery to the
integration of distributed learning approaches. To determine faculty’s perceived
levels of competence in each of these areas, a convenience sample composed of
tenure-track, tenured, limited term, and clinical instructors teaching in each of the
College’s three sites across Saskatchewan participated in an online survey. The
online survey was administered through Survey Monkey. The survey asked
questions about perceived levels of experience and confidence using a wide variety
of distributed learning techniques. A response rate of 61 % was attained and 64% of
full-time faculty member participated in the survey. Descriptive statistics were used
to analyze quantitative survey data while content analysis was used to analyze
open-ended qualitative responses in the survey.
Findings suggest that faculty members’ confidence, skills, and perceived readiness
fall below what they deem necessary to be effective teachers in distributed learning.
The outcomes of this presentation will reinforce key faculty development strategies
for improving the quality of teaching and learning in distributed learning
environments. The implications of this study will be especially useful for educators
and those serving in faculty development roles.
Theme: Innovation with Technology
Audience: General
Keywords: technology; distributive learning; faculty development; program
delivery innovations
92 C2-3b
Room: Arts 211
Thursday, 2:35 - 3:00 pm
Diversity, Performance and Ranking: A Malaysian Higher Education
Institution's Perspective
Ananda Kumar Palaniappan, Department of Educational Psychology and
Counseling, University of Malaya
Research Track
Abstract:
With the exponential growth in innovation in technology and telecommunication,
globalization has accelerated at an even faster pace resulting in greater
internationalization and diversity in many aspects of higher education in many
countries, including Malaysia. This has resulted in the inflow of foreign students and
faculty, thus increasing diversity in many higher education institutions (HEIs). There
is also a growing need for HEIs to excel in all areas to climb higher in the annual
ranking exercise (the most common being the Times Higher Education (THE)
ranking, the Shanghai Jiao Tong Academic World ranking agencies, Multidimensional Global ranking of Universities or U-Multirank and the U.S. News &
World Report). Among the main ranking criteria in some of these ranking agencies
are international student and faculty as well as publications, citations and teaching.
This has led to changes in the Malaysian government HEIs’ policies regarding
scholarship in teaching and learning as well as remunerations and rewards for
research and publication. This paper will discuss the views of the increasingly
diverse students and faculty in an HEI in Malaysia on issues relating to the need to
enhance performance and meet the criteria formulated by ranking agencies. It will
also highlight some of the common problems and innovative strategies proposed by
these diverse student and faculty that might help resolve some of the issues and
problems they are currently facing.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Administrators
Keywords: diversity, ranking, performance
93 C2-4
Room: Arts 101
Thursday, 2:10 - 3:00 pm
Technology and the New Academics
Robert Horgan, Faculty of Education, Queen's University; Andrea Horgan, Student
Experience Centre, University of Ontario Institute of Technology
Innovative Practice Track
Abstract:
Learning Objectives:
Following completion of this session, participants will:
• gain an appreciation for students with diverse learning needs in higher education,
• develop a practical understanding of how various ICTs can support students'
learning in higher education, and
• identify various ICTs that they can encourage students to utilize to promote an
inclusive learning environment
Session Description:
This presentation will discuss how various information and communication
technologies (ICTs) facilitate the inclusion of diverse groups of students that, perhaps
traditionally, would not have been able to succeed at the post-secondary level.
Various groups of students with disabilities (learning, physical, and/or intellectual)
can utilize various ICTs to reach academic goals. This discussion presents multiple
perspectives from the presenters both as graduate students and educators at the
post-secondary level. Practical applications of ICTs will be highlighted along with a
connection to the literature to suggest how various ICTs can increase motivation
and self-efficacy (Zimmerman, Bandura, & Martinez-Pons, 1992). The discussion
will conclude with critical questions as to how post-secondary institutions are
responding to the challenge of meeting the needs of these new academics and how
institutions can promote inclusive learning opportunities for all.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for
academic attainment: The role of self-efficacy beliefs and personal goal setting.
American Educational Research Journal, 29(3), 663-676.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: technology, ict, higher learning, disabilities, inclusive learning
94 C2-5
Room: Arts 104
Thursday, 2:10 - 3:00 pm
Inclusive Practice in Field Education
Gai Harrison, School of Social Work and Human Services, University of
Queensland; Rose Melville, School of Social Work and Human Services, University
of Queensland
Innovative Practice Track
Abstract:
Proponents of inclusive practice in higher education have focused predominantly
on what happens in the classroom rather than what happens in the field. Yet, field
education – usually in the form of a practicum - is a core component of many
students’ education in disciplines such as social work, education, medicine and the
allied health professions. Despite recognising the importance of the learning that
takes place in the field, educators have given minimal attention to what constitutes
inclusive field education. In particular, little consideration has been given to how
students from culturally and linguistically diverse backgrounds fare in the field. This
lack of attention to the learning experiences of these students on practicum is of
some concern given, firstly, the diverse student population in the higher education
sector and, secondly, the expansion of international student numbers in many
higher education institutions across the world. Moreover, many universities are now
pursuing widening participation agendas to target under-represented groups,
including students from migrant and refugee backgrounds. This increase in student
diversity in higher education foregrounds students’ different learning styles,
backgrounds and levels of cultural capital, which not only become apparent in the
classroom, but also out in the field.
The purpose of this paper is to examine these issues in more depth in relation to one
particular discipline - social work - in the context of field education in Australia.
Although many Australian universities have adopted equity and anti-discriminatory
policies to ensure an equitable representation of minority groups and a level playing
ground for students, it is not clear how these policies are applied beyond the
university environment. Social work students who embark on field placements are
supervised by professional practitioners working in agencies who abide by their
own organisational policies and practices. Some of these supervisors are very
responsive to the needs of students from diverse backgrounds, demonstrate a good
level of cultural awareness and are able to affirm the value of difference for the
workplace. However, others would appear to adopt a less reflexive attitude and may
in turn adopt a deficit view of students from culturally and linguistically diverse
95 backgrounds. Moreover, they may be quick to pick up on a student’s lack of cultural
capital such as not having the ‘right’ accent, language competencies or general
‘know how’ on the job. For some of these students, placement may then become a
highly stressful experience which compromises their learning in the field.
In this session we will identify potential challenges and issues in field education
faced by students from culturally and linguistically diverse backgrounds who may
be perceived to lack the requisite cultural capital to successfully complete their
practicums. We will consider a number of topical questions such as how can we, as
educators, prepare these students adequately for the field and, perhaps more
importantly, how can we make the field more responsive to a diverse student group.
This paper will be of interest to those educators who have an interest in debates
surrounding inclusive practice in field education.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers; Administrators; General
Keywords: inclusion, diversity, cultural, linguistic, practicums, international
students, cultural capital
C2-6
Room: Arts 106
Thursday, 2:10 - 3:00 pm
Psychology? Citizenship? Helping first year students think beyond the
multiple choice exam
Connie K. Varnhagen, Psychology, University of Alberta
Innovative Practice Track
Abstract:
Session Learning Outcomes:
• Learn about an innovative course project on applying course concepts to
developing citizenship
• Reflect on the lessons learned about managing many group projects in a large
class setting
• Consider how a similar project can be built into participant’s courses
Session Description:
University is more than learning concepts and skills and taking exams. University
provides an important opportunity for students to grow as citizens in the broader
96 community. The Introductory Psychology 104 Citizenship Project was designed to
help 500 first year psychology students move beyond memorization of facts and
concepts to applying psychology and reflecting on how psychology fits in with
society and global issues. Students worked in small groups to design and engage in
their citizenship project, create an artefact, and write a reflective essay. They
received time during three class periods throughout the term to meet and used their
learning management system and other digital technologies for communication and
collaboration as they worked on their projects.
The projects were incredibly creative and the students’ reflections were incredibly
insightful. In this concurrent session, I will describe the development of the project,
including using Westheimer and Kahne’s (2004) definitions of citizenship and
Willison and O’Regan’s (2007) Research Skill Development Framework that was
used to develop the project and marking rubrics. I will then show a few of the 125
artefacts from the projects that included interviewing students on “what it means to
be a citizen,” producing a claymation video of the reflex arc that can be used for
teaching, posting a sleep hygiene Web site and passing stickers with a logo and URL
around campus, and performing random acts of kindness across campus.
Using several quotes from student essays, such as:
“Not only did we learn that psychology is ever-present and highly relevant to society
but we learned that even making small changes in the world can have a profound
impact on ourselves and the world around us.” and “Although years from now we
may forget the function of the reticular formation or who developed functionalism,
we will always remember our volunteer experience.”
participants will consider ways in which they can integrate some sort of citizenship
project into their classes. We will end the session by sharing these ideas and
suggestions for helping students think beyond the content and multiple choice
exams and begin to apply their learning and understanding to understanding and
contributing to society.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: student experience student engagement experiential learning
community service learning large class rubrics integrating teaching and research
97 C2-7
Room: Arts 108
Thursday, 2:10 - 3:00 pm
How instructors make meaning of features in Active Learning
Classrooms (ALCs) and the impact on the student learning experience.
Adam Finkelstein, Teaching and Learning Services, McGill University; Jaehoon
Han, Department of Educational Psychology and Counseling, McGill University;
Mariela Tovar, McGill University; Cynthia Weston, Teaching and Learning
Services, McGill University
Innovative Practice Track
Abstract:
Active Learning Classrooms (ALCs) are learning spaces designed to foster active and
collaborative learning, increase student engagement and student-faculty interaction.
In this session, we will share the methodological framework and results of a project,
now completing its second year, documenting the teaching and learning
experiences in ALCs at our institution. Three ALCs were built based upon the
principles derived from the benchmarks of good educational practice identified in
the National Survey of Student Engagement (NSSE). NSSE benchmarks helped focus
the documentation to these areas: (1) instructor-student interaction, (2) student
collaboration, and (3) active participation and engagement. A
LCs offer many features, both furniture that encourages collaboration (e.g. round
tables for group work, movable chairs for facilitating work in pairs or small groups)
and numerous technological affordances (e.g., digital writing, screen sharing
facilities) to provide a supportive learning environment. However, these rooms are
new and different environments for many instructors. While they can provide
important new opportunities, they also create unique challenges. In order to take
advantage of the features that these types of rooms provide, instructors and students
have to reexamine their approach to teaching and learning and make meaning of
these new spaces.
During this session, we will explore the rich documentation and in-depth data that
we have collected from sources such as instructor and student questionnaires, inclass observations and instructor interviews. Key findings will be discussed with a
focus on how instructors and students make meaning of the features of these
classrooms and the impact that it has on the learning experience. Particular
attention will be given to instructors’ thinking (conceptions) about teaching,
planning and actions in these classrooms. Implications for future research on
evaluating university learning spaces will be examined.
98 Objectives:
In this session, participants will
- Examine and discuss a methodological framework for documenting teaching and
learning experiences in classrooms
- Discuss the complex nature of evaluating teaching and learning spaces
- Explore and discuss key findings from in-depth data collection including: the role
of instructors’ thinking, planning and actions in the classroom and how they make
meaning of new features that these classrooms offer; students’ experiences within
these new classrooms
- Discuss implications for creating learning spaces on their own campuses and
future research on how space impacts teaching and learning
Interactivity: We plan to provide opportunities for participants to discuss and reflect
on challenges of documenting the complex relationship between learning spaces
and teaching and learning. We will be using several strategies to facilitate this
process including buzz groups (relationship between space and teaching and
learning) think- pair-share (discussing results, application to their own setting).
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: Educational Developers; Administrators; General
Keywords: active learning classrooms, conceptions of teaching, approaches to
teaching, evaluation, documentation, technology, innovation, collaboration, active
learning
C2-8
Room: Arts 214
Thursday, 2:10 - 3:00 pm
Transcribe Your Class - Using Technology to Improve Accessibility
Keith Bain, Liberated Learning Consortium, Saint Mary's University; Eunice LundLucas, Disability Services, Trent University
Innovative Practice Track
Abstract:
Supporting and enhancing teaching and learning in post secondary education is a
critical challenge facing Canadian institutions. Demographic, technological, and
international trends increase the importance of adopting new methods to support
diverse learning communities. Speech recognition technology is an emerging
99 method that potentially enhances accessibility and academic outcomes for a variety
of diverse stakeholders (Bain et al, 2002; Bain et al, 2005).
The Liberated Learning Consortium is an international research network
headquartered in Canada dedicated to improving access to information through
Speech Recognition (SR) based captioning and transcription systems.
Through a new project supported by Canada's Social Development Partnerships
Program, a team of leading National Disability Organizations, Saint Mary's and
Trent Universities, Cambrian College, and IBM Research are piloting a prototype
Hosted Transcription Service that is designed to enhance traditional content delivery
and note taking practices.
This system allows participants to upload recorded lectures and receive Speech
Recognition generated transcripts. This system generates a transcript that is
automatically synchronized with the original media, allowing students to
intelligently review class content, search for key words, and interact with these new
learning resources according to personal preferences.
This presentation provides a forum for discussing the state of classroom note taking
practices and accessibility challenges. Participants will be introduced to the latest
Speech Recognition systems, including a Hosted Transcription Service designed
specifically for teaching/learning applications. Presenters will discuss the
technology’s implications for diverse student populations (Leitch & MacMillan,
2003).
Case studies of how instructors have utilized these technologies in their learning
environment will introduce new teaching strategies to improve content delivery and
accessibility. Furthermore, the Multimedia Transcripts generated by these
technologies create unique digital resources that can be used by teaching/learning
professionals to aid publishing efforts and enhance blended and eLearning
environments (Wald, 2006). The presentation will close with an open discussion of
key challenges, including intellectual property concerns, as well as opportunities for
participants to pilot these technologies.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: transcription, note taking, multimedia, accessibility, disability, speech
recognition
100 C2-9
Room: Arts 210
Thursday, 2:10 - 3:00 pm
Phases of learning in Higher Education
Maureen Volk, Memorial University
Innovative Practice Track
Abstract:
A group of researchers led by Benjamin Bloom studied the formative years of 150
outstanding mid-career Americans, 25 each in six different fields: two athletic
(professional tennis players and Olympic swimmers), two artistic (pianists and
sculptors), and two scientific (mathematicians and research neurologists). The
researchers wanted to see if they could identify any common elements in their
subjects’ background and education that may have led to their success. As they
reported in Developing Talent in Young People, they found that all of their subjects
went through three phases of learning, which they labeled Having Fun, Laying the
Technical Foundation, and Mastery. Each phase was characterized by different
motivators and symbols of success. The instructors, their teaching styles and the
relationships between student and teacher were also different in each phase. These
phases occurred at different ages among the six fields, and the transition from one
phase to the next could be dramatic or gradual. However, if the study’s subjects
advanced to second-phase instruction before spending enough time in the first
phase, they dropped out and did not return to the field until rediscovering it through
a further period of “fun”.
In many academic disciplines, undergraduate students arrive with widely varying
levels of motivation and interest in the subject. Some are ready and eager to begin
working intensively to master the foundations of the field, a few self-starters may be
ready for the mastery phase of learning, while others, if they have any intrinsic
interest at all, are still in the first–fun–phase. Even professional schools with delayed
and highly competitive admission are likely find that their students are not all in the
same learning phase. Similarly, some instructors may not be equally comfortable
with teaching in each phase. Bloom’s framework offers a way of understanding
some of our students whose learning phases may be out of sync with their peers or
with our expectations, and a context for considering our own teaching styles. It may
even help us find ways to nudge a few more students toward more advanced phases
of learning and eventual success in the field.
At this session, the presenter will outline the three phases described by Bloom’s
research team, focusing on the motivators and the role of the instructor in each
phase. Through small groups discussions, participants will compare how these
101 phases might apply to their own disciplines, which phase(s) they most enjoy
teaching, and how they might accommodate the range of learning phases among
the students in their own classes. The session will also consider the study’s possible
limitations, including whether or not its findings can be generalized to the wider
student population (as opposed to future superstars) and beyond the cultural context
of the United States.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: phases of learning, motivation, teaching styles
C2-10
Room: Arts 109
Thursday, 2:10 - 3:00 pm
Creating a shared commitment to excellence in teaching and learning:
A collaborative, comprehensive, Faculty-wide approach
Mariela Tovar, Teaching and Learning Services (TLS); Tina Piper, Faculty of Law;
Jennie Ferris, TLS; Carolyn Samuel, Centre for Continuing Education; Laura Winer,
TLS, McGill University
Organizational Change Track
Abstract:
Teaching and Learning Services and the Faculty of Law are partners in a three-year
program dedicated to improving teaching in the Faculty. The program, Better
Teachers for Active Learners (BTAL), involves a series of initiatives with the common
goal of generating a shared commitment to excellent, innovative and engaging
teaching and learning practices as well as reinforcing the position of the Faculty as a
recognized leader in innovative legal education. The program is the result of the
vision of a supportive Dean and a committed Faculty member (2nd author), and is
supported philosophically and financially by senior administration. This session is
recommended for educational developers, instructors and administrators with an
interest in program-level faculty development, regardless of their disciplinary focus.
We will share our experiences and lessons learned in the conceptualization, design
and first year implementation of this Faculty-wide program. We will discuss the
design and key program initiatives, emphasizing the potential transferability to other
disciplines and institutions. Examples of such initiatives include: Faculty Learning
Communities, a curriculum inventory, experiential and active learning experiences,
discipline-specific resources, and a Faculty teaching website. This type of
102 comprehensive intervention has the potential for a significant impact as its ongoing
nature and multi-faceted approach encourage the involvement of all stakeholders.
The discipline-specific focus provides particular relevancy and can help to further a
Faculty culture that values teaching and learning.
Session objectives and strategies: Participants will consider how a similar Facultywide program may be useful and adapted to their institutional context, and share
the guiding principles and frameworks that they use for designing their teaching
support programs. We will be using several strategies to facilitate this exchange
including brainstorming possibilities for transferability, think-pair-share and a oneminute paper (lessons learned, implications). Participants will also brainstorm
further strategies to design and develop Faculty-wide programs to enhance teaching
and learning.
Theme: Communities of Practice, Learning Communities
Audience: College Educators Special Interest Group; Educational Developers;
Administrators
Keywords: faculty-level program initiatives; faculty learning communities; faculty
development; discipline specific programs; curriculum development
C2-11
Room: Arts 105
Thursday, 2:10 - 3:00 pm
Contre toute attente : promouvoir le succés des étudiants malgré leurs
défis langagiers/Against All Odds: Promoting student success despite
language barriers
Ginette Roberge, École des sciences de l'Éducation, Laurentian University
Innovative Practice Track
Abstract:
Des étudiants de tous cùtés du monde viennent en Ontario pour entreprendre des
études postsecondaires. En vue du fait que l’anglais est la langue majoritaire de la
province, les individus qui proviennent de régions dans lesquelles d’autres langues
sont dominantes éprouvent parfois des difficultés réussir dans leurs cours d’anglais.
Une théorie qui fait couramment objet de débat, l’hypoth’se de la période critique,
postule qu’il y a un créneau optimal pour l’apprentissage d’une langue seconde.
Certains chercheurs croient que les individus n’atteignent pas le m’me degré de
fluidité dans une langue autre que leur langue premi’re lorsque cette langue
103 seconde est apprise hors des param’tres de cette période critique. En face de ces
probabilités, comment pouvons-nous, en tant qu’éducateurs, assurer le succ’s
d’étudiants qui parlent l’anglais comme langue seconde? Bien que l’animatrice de
cet atelier ait mis en pratique de nombreuses stratégies au fil des années,
notamment des tuteurs, de l’assistance individualisée, des aides-enseignants et la
mise en valeur d’appuis visuels variés, il est évident que ces méthodes ne sont pas
individuellement suffisantes pour aider les étudiants qui parlent anglais comme
langue seconde. En effet, l’adaptation d’un climat culturel inclusif au-del de la salle
de classe est aussi nécessaire.
Objectifs d'apprentissage et degré d'interactivité:
En se basant sur la prémisse que les pratiques pédagogiques et les milieux éducatifs
intégrateurs requi’rent une approche holistique dans laquelle les interactions entre
pairs en classe, l’environnement physique, les stratégies d’enseignement ainsi que le
climat culturel du milieu sont traités et valorisés en parts égales, cette présentation
interactive exposera les participants une variété de stratégies pratiques
d’enseignements qui ont comme objectif l’éveil culturel et la promotion du succ’s
des étudiants malgré leurs défis langagiers. Tenant compte du fait que les
dynamiques d’un groupe différent d’année en année et que les différences
individuelles affectent la nature de ces dynamiques de classe, autres tentatives
seront présentées qui dépassent les murs de la salle de classe, savoir : des sessions
de tutorat individualisées et un programme d’assistance la rédaction, une série
d’ateliers pratiques destinés aux étudiants étrangers, ainsi qu’une excursion
communautaire. Des récits d’étudiants inscrits au programme en question seront
aussi présentés.
_________________________________________________________
Students from across the globe travel to Ontario every year to pursue postsecondary
studies. Consequently, a number of ESL students struggle to succeed in their English
language courses. One theory that has been the subject of widespread scientific
debate, the critical period hypothesis, postulates that there is an optimal window of
time for learning a second language. Some researchers also believe that individuals
never reach the same level of fluidity in a second language as in a first language
when the second language is learned at an age outside of the parameters of the
critical period. Faced with these odds, how can we as educators ensure that
students succeed in their courses even if English is a second language? The
presenter has put into practise a wide variety of strategies through the years, such as:
tutoring sessions, individualized assistance, teaching assistants and the use of varied
visual supports in the classroom. It has become evident, however, that these
endeavours in isolation are not sufficient to assist ESL students. The creation of an
inclusive cultural classroom environment is also essential.
104 Based on the premise that pedagogical practices and inclusive educational settings
require a holistic approach in which interactions between peers in the classroom,
the physical environment, instructional strategies and the cultural institutional
climate receive equal value and treatment, this interactive presentation will expose
a variety of educational practises that strive to promote cultural awareness and
encourage student success despite language barriers. In light of the fact that group
dynamics differ from year to year and that individual differences affect the nature of
these classroom dynamics, other endeavours will be presented, endeavours which
surpass the classroom, such as: individualised tutoring sessions and a writing
assistance program, a series of practical workshops for international students, as
well as a community excursion.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: anglais langue seconde, climat culturel, diversité, stratégies
d'enseignement / esl, diversity, teaching strategies, cultural climate
C2-12
Room: Arts 217
Thursday, 2:10 - 3:00 pm
CWCA Plenary Session - Writing Centres: Interactions with Diversity
Marion McKeown, Royal Military College
Innovative Practice Track
Abstract:
In Canada, the words “diversity” and “inclusion” are frequently heard in the media
and in government publications. In particular, colleges and universities recognize
that students of all cultures, backgrounds, and ages struggle with the work required
at the post-secondary level. As administrators and teachers gain understanding of
the complexities involved, they design new curricula and teaching strategies to
implement their insights, and Writing Centres are at the forefront of this work.
Writing Centres themselves are as varied as our country. All differ, yet all deal with
the students as unique individuals and thus with multiple perspectives of Canadian
life. On the other hand, Writing Centres are augmenting the traditional one-on-one
meetings with programs, workshops and classes designed for the needs of varied
student demographics. Writing Centres are creating leading edge programs and
105 supports that help students from diverse backgrounds succeed at their institution of
choice.
During the Canadian Writing Centre Association plenary, a group of panelists will
explore the insights gained by Writing Centres from across the country as they
respond to the diverse requirements of their students and facilitate success in their
post-secondary programs.
In the ensuing discussion, we hope to contribute an assessment of the ways in
which the horizons of our understandings of diversity are actually changing as
teaching and learning theory intersect with practice.
Audience: Writing Centre Special Interest Group; General
C2-13
Room: Arts 212
Thursday, 2:10 - 3:00 pm
CSEC Plenary Session – Peer Leadership: Practices from Canadian
Colleges
Ruth Rodgers, Durham College; Janice MacMillan, Durham College; Tim Loblaw,
SAIT Polytechnic; Annemarieke Hoekstra, Northern Alberta Institute of
Technology
Innovative Practice Track
Abstract:
The College Sector Educators' Community (CSEC) is a special interest group of
STLHE dedicated to bringing together individuals and groups associated with
teaching and learning in Canadian colleges, institutes, cégep, polytechnics, and
university colleges. One of the most positive characteristics of the college teaching
environment is the prevalence of peer support and resource sharing. This session
will engage participants in a discussion related to the concept of peer leadership,
gather examples of peer leadership practices across Canada’s colleges, and generate
recommendations for how the College Sector Educators Community can support
expanded peer leadership among our members.
Audience: College Educators Special Interest Group; General
106 C2-14
Room: Arts 206
Thursday, 2:10 - 3:00 pm
TAGSA Plenary Session - Defining Our Paths: Exploring diverse ways of
supporting graduate students
Megan Burnett, University of Toronto
Innovative Practice Track
Abstract:
In May 2011, 170 graduate students, administrators, faculty members, educational
developers and student support staff came together at the University of Toronto to
discuss the different kinds of support, and the quality of support, provided to
graduate students. Many of the key issues raised at the Navigating Your PATH:
Exploring and Supporting Teaching Assistant and Graduate Student Development
conference have important implications for the work we do with graduate students.
This plenary session will provide an opportunity to explore in greater depth a few of
the conference’s central themes (as pulled from the conference evaluation data) in
order to identify what needs to change in our practice and in the way we support
the practice of others if graduate student development is to be enhanced in Canada.
What are the diverse ways we can prepare our graduate students for multiple roles?
What opportunities exist to help graduate students identify their own diverse
“paths”? What key “paths” do we as educational developers, faculty members and
graduate students need to pursue to enable change? All those interested in
deepening the conversation started at PATH and in thinking about graduate student
support in new ways are invited to attend, regardless of whether or not they
participated in the PATH conference.
Audience: TA Developers Special Interest Group; Educational Developers; General
107 C2-15
Room: Arts 200
Thursday, 2:10 - 3:00 pm
From professional development to integrated scholarly experience:
transforming the ontology of graduate education
Teresa Dawson, Learning and Teaching Centre and Department of Geography, and
Gweneth Doane, Faculty of Graduate Studies and Faculty of Nursing, University of
Victoria
Innovative Practice Track
Abstract:
Within the higher education literature there have been long and rich discussions
emphasizing the importance of professional development for graduate students (see
for example, Chism, 1998; Austin and Wulff, 2004; Sprague and Nyquist, 1991; and
Weimer et al 1989). There is consensus that we need to provide all graduate
students, regardless of academic discipline, a successful, meaningful and purposeful
graduate experience that best prepares them for a successful career path.
Using a reciprocal model of theory-informed practice and outcomes-based
theoretical development, our working hypothesis has been that professional
development itself is insufficient to produce deep learning for future careers. Rather,
our scholarly team (Faculty of Graduates Studies, Learning and Teaching Center,
and a group of representatives from the Student Transition Center, Counselling
Services and Co-operative Education and Career Services at the University of
Victoria) has engaged in a collaborative inquiry process focused on the
development of partnerships and strategies that could support an integrated
graduate experience through which domains of learning within academic
preparation, professional development and personal effectiveness could be more
intentionally addressed and explicitly linked (Mowbray and Halse, 2010; Dall’Alba,
2009; Dall’Alba and Barnacle, 2007; and Gilbert et al 2004). In essence we are
asking for an ontological shift in thinking about the nature of graduate student
education in Canada.
The goals of the session are: a) to share and obtain feedback on our findings
regarding innovations in graduate program curricular development and institutional
scaffolding provision that enable collaborative partners to create the possible
conditions for a truly integrated graduate education b) brainstorm with participants
regarding the transferability of our findings to their own context c) provide a
possible support network of resources for those interested in pursuing this idea
further.
108 Approach will be: i) a series of strategic scenarios/questions designed to elicit
discussion and create a collaborative group understanding of the issues involved.
Scenarios will be based on our experiences ii) collaborative group problem solving
in the form of concrete suggestions for innovations in curricular design or
institutional scaffolding responses iii) reflective discussion that integrates theory and
practical experience drawn from participant expertise.
In terms of outcomes, we hope that participants will leave with: i) a clearer sense of
the difference between the possibilities of professional development programs for
graduate students and the potential provided by an integrated scholarly approach to
career development, ii) an understanding of which types of programs are
appropriate for their own context, iii) a plan for how one might move from one
approach to the other (if desirable) and iv) resources and strategies that might make
this transformation possible.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General; Administrators; Educational Developers
Keywords: collaborative inquiry, integrative education, professional development,
graduate education, ontological turn
109 Concurrent Session Three
Thursday, June 16, 3:30 – 4:20 pm
C3-1a
3:30 - 3:55 pm
Room: Arts 102
Situational Risk in Students' Understandings of Academic Dishonesty
Susan Bens, University of Saskatchewan
________________________________________________________________________
C3-1b
3:55 - 4:20 pm
Room: Arts102
Our Students' Perspectives of Plagiarism: Competing and Mixed Messages from High
School to University Graduation
Tyler Evans-Tokaryk, Robert Gillespie Academic Skills Centre, University of TorontoMississauga
________________________________________________________________________
C3-2a
3:30 - 3:55 pm
Room: Arts 208
Introductory Psychology Programs in Canadian Universities: A 2010 Snapshot of
(Un)Common Pedagogical Approaches
Russell Day, Psychology Department, Simon Fraser University
________________________________________________________________________
C3-2b
3:55 - 4:20 pm
Room: Arts 208
Struggles, Surprises, Strategies: Students Transitioning With Success
Heather Ritenburg, Faculty of Education, Saskatchewan Instructional Development &
Research Unit (SIDRU), University of Regina; Patricia Schmidt, University-School
Divisions Transitions Committee, University of Regina
________________________________________________________________________
C3-3
3:30 - 4:20 pm
Room: Arts 101
Health Determinants: Getting Real!
Peggy Proctor, Clinical Assistant Professor, School of Physical Therapy, University of
Saskatchewan; Arlis McQuarrie, Clinical Associate Professor, School of Physical
Therapy, University of Saskatchewan
110 ________________________________________________________________________
C3-4
3:30 - 4:20 pm
Room: Arts 104
Redefining Community as All our Relations: A Path to a Decolonizing Teaching
Practice
Barrett, M.J. , School of Environment & Sustainability, and College of Education
________________________________________________________________________
C3-5
3:30 - 4:20 pm
Room: Arts 106
Teaching by template: The tyranny of presentation software
Linda Ferguson, College of Nursing, University of Saskatchewan; Olive Yonge,
Faculty of Nursing, University of Alberta; Florence Myrick, Faculty of Nursing,
University of Alberta
________________________________________________________________________
C3-6
3:30 - 4:20 pm
Room: Arts 108
Classroom Disturbance: Creating a Space for Inquiry
Christie Sweeney, College of Graduate Studies, Plymouth State University; Ellen
Suzanne Lee, School of Education, Saint Xavier University; Peter Hilton, School of
Education, Saint Xavier University; Diana Ryan, School of Education, Saint Xavier
University
________________________________________________________________________
C3-7
3:30 - 4:20 pm
Room: Arts 214
Lecture Material Guidelines: Setting course delivery standards in a technology era
Kalyani Premkumar, Associate Director, Educational Support & Development Unit,
College of Medicine, University of Saskatchewan; Anup Saseendran, College of
Medicine, University of Saskatchewan; John Costa, College of Medicine, University of
Saskatchewan
________________________________________________________________________
111 C3-8
3:30 - 4:20 pm
Room: Arts 210
A Subject-Driven, Case-Based Approach to Plagiarism Prevention Education
Cara Bradley, Teaching Development Centre; John Archer, Library, University of
Regina
________________________________________________________________________
C3-9
3:30 - 4:20 pm
Room: STM 260
The Heart of Higher Education: Creating Conversation and Meaning through a
Community Art Project
Kim West and Jaymie Koroluk, University of Saskatchewan
________________________________________________________________________
C3-10
3:30 - 4:20 pm
Room: Arts 105
Language Centre Electives Program - Supporting Students' Experience of Diversity
Gina DiPaolo, Language Centre, University of Saskatchewan; Kaitlyn Schmieser,
Language Centre, University of Saskatchwean
________________________________________________________________________
C3-11
3:30 - 4:20 pm
Room: Arts 217
Mind the (Writing) Gap: A model to support academics though the writing process
Kris Knorr, Centre for Leadership in Learning, McMaster University; Nancy Fenton,
Centre for Leadership in Learning, McMaster University; Susan Vajoczki, Centre for
Leadership in Learning, McMaster University
________________________________________________________________________
C3-12
3:30 - 4:20 pm
Room: Arts 212
Connecting With the STLHE Board: What are they up to?
Arshad Ahmad, STLHE President, Concordia University; and all available STLHE
Directors
________________________________________________________________________
112 C3-13
3:30 - 4:20 pm
Room: Arts 206
Meeting the challenge of diverse learning needs of postsecondary students through
the design of effective course websites
Irene Carter, University of Windsor; Donald Leslie, University of Windsor
________________________________________________________________________
C3-14
3:30 - 4:20 pm
Room: Arts 200
The Indigenous Studies Portal: An Innovative Virtual Library and Research Tool
Deborah Lee, Library, University of Saskatchewan
________________________________________________________________________
C3-15
3:30 - 4:20 pm
Room: Arts 213
Every Classroom is a Stage: Learning Narrative through Performance
Sarah Powrie, English, St. Thomas More College; Michael Cichon, English, St. Thomas
More College
________________________________________________________________________
113 Concurrent Session Three
C3-1a
Room: Arts 102
Thursday, 3:30 - 3:55 pm
Situational Risk in Students' Understandings of Academic Dishonesty
Susan Bens, University of Saskatchewan
Research Track
Abstract:
Selected findings of doctoral research about students' understandings of academic
honesty and dishonesty will be presented in this session. Data were the verbatim
comments of students' engaged in small researcher-facilitated focus group
discussions at two Canadian universities. Students described the ways they think
about academic dishonesty using situational considerations interpreted as
enticements, deterrents, and likelihoods of unwanted outcomes. These notions were
extrapolated to suggest a situational risk framework that may explain diverse
students’ assessment of occasions of academic dishonesty as well as inform
practices in teaching, assessment, and evaluation. The finding that students structure
their understandings of academic dishonesty in terms of risk is consistent with an
analysis by Woessner (2004) who, in describing a rational choice theory of
plagiarism, asserted that when the perceived costs of cheating are insufficient to
outweigh the perceived benefits, the result is a belief that cheating is an 'excellent
gamble' (p. 313).
To discover students' understandings of academic honesty and dishonesty, a
metaphor of the 'student voice' was vital to the study. The metaphor drew upon the
emphasis both Gilligan (1993) and Batchelor (2006) placed on personal authenticity
and the key role of voice in connecting the inner and outer worlds. Adapting some
of their language, the metaphor of the student voice represented the meaning
conveyed by students about what they experience as students. This metaphor was
intended to acknowledge that students have something to say about their
experiences and that it is important for higher education personnel to genuinely
seek to understand what students are expressing. Clandinin and Connelly (1998),
writing about research methods and applying aptly to a tendency to overlook or
reject the student point of view in higher education contexts, warned that "we may
deceive ourselves and others into thinking we know more about the participants'
114 ongoing lives than is epistemologically warranted by our relationship to the
participants" (p. 163).
This session will include (1) a brief description of the key enticements, deterrents,
and likelihoods of unwanted outcomes in students’ understandings; (2) a framework
for situational risk analyses; and (3) opportunity to engage in discussion as to
whether the findings of this study ring true for participants in their contexts. Those
that are concerned about academic dishonesty will find this presentation interesting
and engaging, leading them to reflect on their own practices and policies.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Writing Centre Special Interest Group; General
Keywords: academic dishonesty, academic honesty, academic misconduct,
academic integrity
C3-1b
Room: Arts102
Thursday, 3:55 - 4:20 pm
Our Students' Perspectives of Plagiarism: Competing and Mixed
Messages from High School to University Graduation
Tyler Evans-Tokaryk, Robert Gillespie Academic Skills Centre, University of
Toronto Mississauga
Research Track
Abstract:
Dozens of times each academic year, I introduce an academic integrity workshop
by inviting students to use “clickers” to answer a simple “plagiarism identification”
question. Whether the class comprises 350 first-year students or 15 fourth-year
students, whether the class is History or Economics or English, between 50% and
75% fail to recognize the passage in question as plagiarism. After I display these
statistics to the class, a number of students will inevitably argue with me, insisting
that the passage is not an example of plagiarism, or that they have been taught
differently, or even that they have committed precisely this kind of offense in the
past but never been charged with plagiarism for doing so. These workshops serve as
an ongoing, practical reminder that while the discourse around plagiarism typically
focuses on morality and punishment, it really needs to be about literacy and
pedagogy (Howard and Watson, 2010; Howard and Davies, 2009; Howard and
Robillard, 2008; Pecorari, 2008; Pecorari, 2003; Abasi and Graves, 2008).
115 This session will present and analyze three sets of data collected over the last two
years of an ongoing research project exploring student perceptions of plagiarism: 1)
focus groups conducted in 2010 with undergraduate students at the University of
Toronto Mississauga (UTM); 2) focus groups conducted in 2011 with grade 11 and
12 students in U-level English classes at four high schools in Mississauga; 3) quizzes
conducted as part of academic integrity workshops held in a variety of classes
across the curriculum at UTM.
Most academic integrity studies published over the past decade have focused on the
numbers of students who plagiarize, on different strategies for detecting or
preventing plagiarism, or on students’ motivations for plagiarizing (Christensen
Hughes and McCabe, 2006a; Christensen Hughes and McCabe, 2006b; Heikes and
Kucsera, 2008; Zwagerman, 2008; Scanlan, 2006; Park, 2003). This research
project is different, in that it is primarily interested in students’ perceptions of
plagiarism. The data collected through our focus groups not only reveal students’
profound misunderstanding of plagiarism, but also suggest a number of unlikely
sources for this misinformation. Perhaps most importantly, our research suggests that
from high school through to the end of their undergraduate careers, students are
getting mixed, conflicting messages from their instructors about what constitutes
plagiarism and how to avoid it. Moreover, the data indicate that many of our
students are not only confused about plagiarism, but approach the subject with a
profound sense of fear, betrayal, and mistrust.
The presentation will conclude by considering how and why the conversation
around plagiarism leaves so many students confused, and by suggesting different
ways of productively addressing this problem.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: Writing Centre Special Interest Group; Educational Developers;
Administrators; General
Keywords: academic integrity, focus groups, plagiarism
C3-2a
Room: Arts 208
Thursday, 3:30 - 3:55 pm
Introductory Psychology Programs in Canadian Universities: A 2010
Snapshot of (Un)Common Pedagogical Approaches
Russell Day, Psychology Department, Simon Fraser University
116 Research Track
Abstract:
Introductory Psychology is taken by more students at Canadian post-secondary
institutions than any other course. Given recent ‘resourcing’ challenges and massive
enrolment increases, I was curious about how Introductory Psychology was taught /
supported / managed at other Canadian Universities. After a fruitless scan of the
research literature, I developed an interview protocol designed to examine some of
the myths about Intro. Psyc., decided on and a methodology I hoped would give me
a good picture of Canadian University Intro. Psyc. Programs and with Ethics
Approval in-hand, I set off on a 23,000 km cross-Canada journey to 37 institutions
to conduct my interviews (final tally = 44). My findings - some surprising, most not challenge some of the myths about Intro. Psyc. Programs while, unfortunately,
supporting others. For example, a myth challenged - Intro Psyc is most often taught
by faculty members, not sessional instructors; but, because of the huge class sizes,
the most common assessment in use is the multiple-choice question exam. This
exploratory SoTL project gives some insight into the success that many Psychology
Departments have in attracting a very wide range of diverse students at the
introductory level and encouraging them to become Majors. For Educational
Developers, it provides some direction to the type of support needed by instructors
in these really large programs. In addition to sharing some of the findings, questions
about any aspect of the project will be welcomed!
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: introductory psychology programs exploratory survey research sotl
C3-2b
Room: Arts 208
Thursday, 3:55 - 4:20 pm
Struggles, Surprises, Strategies: Students Transitioning With Success
Heather Ritenburg, Saskatchewan Instructional Development & Research Unit
(SIDRU), University of Regina; Patricia Schmidt, University-School Divisions
Transitions Committee, University of Regina
Research Track
Abstract:
117 A mid-sized Saskatchewan university and three area school divisions are working
together to facilitate more successful transition of secondary students to the
university. In this powerpoint presentation we share the results of interviews we
conducted with students from varying contexts who have transitioned successfully but not without struggles - from high school through to second year university.
This research provides insight into the complexities of student educational lives
from the perspectives of rural, urban and Aboriginal experiences. Students speak of
their hopes and expectations of university; the surprises and struggles of first year;
and the strategies they employed that lead to the successful completion of first year
and continuation onto second year studies. In particular, we share students’
experiences of the differences of what it means to teach and to learn between
secondary and post-secondary settings. We learn about relationships with
professors, high school teachers, family, friends, guidance counsellors, community
members, classmates, tutors and more, including the importance of certain
relationships to their success.
The research reveals a complexity of supports for students who transition
successfully from varying contexts to a mid-sized Saskatchewan post-secondary
setting.
Theme: Institutional Leadership of Teaching and Learning
Audience: General
Keywords: transition, success, supports, rural, urban, aboriginal
C3-3
Room: Arts 101
Thursday, 3:30 - 4:20 pm
Health Determinants: Getting Real!
Peggy Proctor, School of Physical Therapy, University of Saskatchewan; Arlis
McQuarrie, School of Physical Therapy, University of Saskatchewan
Innovative Practice Track
Abstract:
In delivering quality care, future health care providers must understand the impact
of socioeconomic inequities on health. A substantial body of research now shows
that low income, unemployment, education levels, and poverty represent the
greatest challenges to population health among marginalized groups. In our local
118 context, the 2004 Health Status Report of Saskatoon, Saskatchewan, provided
compelling data on the magnitude of health disparity by neighborhood income. This
report indicated that core neighbourhoods (inner city neighborhoods with many
residents of lower socioeconomic status according to census data) had dramatically
higher rates of disease, and decreased life expectancy compared to middle or higher
income neighborhoods. Prompted by the Health Status Report, and in collaboration
with a broad range of community agencies and partners, we designed and
implemented a one-day Community Health workshop for Physical Therapy (PT)
students, held in a community centre in one of the core neighbourhoods.
The goal of the workshop was to immerse students in the reality of key determinants
of health in order to make these determinants real and meaningful. For the past
three years, PT students (n=115) have participated in this experiential day that
provides ‘hands on’ opportunities for PT students to interact with individuals and
agencies of the core neighbourhoods. Our goal is to expose students to both the
strengths and challenges of the community, most predominantly the Riversdale
neighbourhood of Saskatoon. Students participate in a guided community walk, and
work collaboratively on interactive activities throughout the day to consider health
determinants at community and policy levels. Learning Objectives of the
Community Health Workshop include: 1) Identifying strengths and challenges
facing underserved communities; 2) Familiarizing students with unique features,
community services and environment of the Riversdale neighbourhood; 3)
Describing health disparities which exist between different neighbourhoods in
Saskatoon and connecting health disparities to income; 4) Recognizing that poverty
impacts on the health of individuals, families and communities and that poverty is
an important socioeconomic determinant to consider when planning health-related
programs; 5) Appreciating that structural inequities in society contribute to lower
socioeconomic status in certain populations; and 6) Understanding that the reality
of socioeconomic determinants of health in developing countries is similar to
socioeconomic determinants of health in underserved populations and
impoverished people living in Canada.
To date, our qualitative data suggest that the workshop is viewed as worthwhile and
meaningful by all involved parties. Community members appreciate and value the
opportunity to engage with the students in a formative way. PT student participants
express appreciation for and enjoyment in learning from “real life experience” of
people living in the core neighborhoods, and feel that the learning objectives of the
workshop are consistently met. Our results indicate that even a brief program of
interactive community-based learning experiences can positively influence students’
attitudes and beliefs about the social determinants of health (Proctor et al., 2010).
During the session, we will describe the structure and components of our
Community Health Workshop, and will present three years of workshop evaluation
data for consideration. Participant involvement and discussion will be encouraged.
119 Theme: Experiential Learning
Audience: General
Keywords: community-based; experiential learning; health determinants;
community health
C3-4
Room: Arts 104
Thursday, 3:30 - 4:20 pm
Redefining Community as All our Relations: A Path to a Decolonizing
Teaching Practice
M.J. Barrett, School of Environment & Sustainability and College of Education,
University of Saskatchewan
Innovative Practice Track
Abstract:
Session participants will explore how expanding one's understanding of community
can be a useful way for non-Aboriginal students and instructors to respectfully
engage with Aboriginal worldviews. As non-Aboriginal educators, it is often difficult
to know how to integrate Aboriginal content and perspectives into teaching in ways
that are respectful. Redefining our understandings of community is one powerful
entry point to deepening understandings of how to engage Aboriginal perspectives
in teaching and learning experiences. This presentation is based on the lead
presenter's experiences teaching three different courses - two undergraduate, and
one graduate. Undergraduate courses include a pre-service social studies methods
course (regular program, College of Education), a science methods course (Indian
Teacher Education Program, College of Education), and a graduate level course
focusing on multiple ways of knowing (School of Environment and Sustainability).
Co-presenters' perspectives will be based on their participation in a graduate-level
course assignment designed to disrupt Eurocentric notions of community. The
session provides a series of activities and curriculum planning approaches to
support the inclusion of the humans, nature, spirit, and ancestors in discussions of
community. It challenges participants to inquire into (1) ways in which these larger
understandings of community could permeate their course syllabi and classroom
discussions, and (2) the potential impacts of such inclusion. Along with stories of
success, issues of positionality, voice, identity, student resistance, and cultural
appropriation will be addressed.
120 Intended learning outcomes include: (1) a broader definition of community, (2)
thoughtful discussion about ways in which non-Aboriginal educators can bring
Aboriginal perspectives into class syllabi and classroom discussions, and (3) some
understandings of the challenges and resistances encountered when engaging this
approach.
Cultural context: Rather than putting humans at the top of a food chain, Aboriginal
worldviews assume that humans are dependent upon respectful relations with both
seen and unseen worlds that make up a community. They understand that not only
humans, but other-than-human beings, including animals, plants, rocks, sky, and
spirit(s) are, or may be experienced as, communicating subjects; thus they can are
important members of one's community. Yet when teaching about community,
these ‘beings’ are frequently neglected, and discussions quickly and easily become
'all about humans'.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: experiential learning; human-nature relations; social studies; social
studies education; community; aboriginal education; worldview
C3-5
Room: Arts 106
Thursday, 3:30 - 4:20 pm
Teaching by template: The tyranny of presentation software
Linda Ferguson, College of Nursing, University of Saskatchewan; Olive Yonge,
Faculty of Nursing, University of Alberta; Florence Myrick, Faculty of Nursing,
University of Alberta
Innovative Practice Track
Abstract:
Learner Outcomes
1. To explore current usage of presentation software in terms of benefits and costs
2. To examine the impact of presentation software on active learning
3. To synthesize means of using presentation software to enhance active learning
from participant experience and expertise.
Presentation software is an “old” technology that has a very strong presence in
today’s classrooms in post-secondary education. Presentation software such
121 PowerPoint© has simplified the process of enhancing learning through visual
reinforcement of verbal and visual stimuli within the learning environment. This
reinforcement has proven very useful in assisting learners to organize and structure
information, thus facilitating their learning. PowerPoint and other types of
presentation software provide master slide templates that have been formatted using
principles of visual reinforcement of learning. It thus should be relatively easy for
faculty to create presentations that provide structure and reinforcement of learning.
Unfortunately, such is not always the case. In many learning situations, faculty
create presentations that detail almost all of the information presented in the
learning situation. For those students who equate content with learning, the
perception is that the class is contained within the slides, and in fact, can replace
the learning experience. Students complain that some faculty prepare such slides
and then read these very detailed slides to the assembled learners, a situation that is
perceived as boring and “mind-numbing”. Others find well-prepared presentations
enhance their learning experiences. Although some students request that prepared
presentation slides be posted prior to lectures for advanced preparation or as a
guide to note taking, other students assume that a copy of the presentation can
replace the learning session and choose not to attend. Regardless of motivation,
most students are highly critical of those faculty who don’t post prepared handouts
prepared via presentation software, a comment that often appears on student
evaluations of their teachers. The question for this session is how to use presentation
software in a way that enhances the learning situation. We will examine the limited
research available on presentation software and reinforcement of learning. We
would also encourage attendees to bring their suggestions for encouragement of
active learning incorporating presentation software. We will facilitate a discussion
of strategies for active learning using presentation software. We anticipate a lively
discussion of the merits of well constructed presentations and pedagogical strategies
to incorporate them in the “engaged” classroom.
Theme: Innovation with Technology
Audience: General
Keywords: presentation software, learner engagement, pedagogical strategies
C3-6
Room: Arts 108
Thursday, 3:30 - 4:20 pm
Classroom Disturbance: Creating a Space for Inquiry
Christie Sweeney, College of Graduate Studies, Plymouth State University; Ellen
Suzanne Lee, School of Education, Saint Xavier University; Peter Hilton, School of
122 Education, Saint Xavier University; Diana Ryan, School of Education, Saint Xavier
University
Innovative Practice Track
Abstract:
How can we make connections and find fields of convergence that not only help us
educate global citizens but understand them as well? What can we do to
comprehend and appreciate the multiple perspectives of our diverseness? How can
we encourage institutions of higher education to acknowledge that there are “other
ways of knowing” and those ways of knowing can enrich, challenge, and strengthen
our learning communities? We can examine self-limiting beliefs, expand our
paradigms, become conscious of our own ways of knowing, and encourage others
to do the same.
Since childhood we’ve been carefully taught how to “see” the world. Family
dynamics, religious affiliation, ethnicity, social class, living accommodations, and
economic status are just a few of the factors that influenced us. We view our
“world, not as it is, but as we are conditioned to see it” (Covey, 1989, p. 28).
Attitudes and behaviors “are shaped by the images, assumptions, and stories that we
carry in our minds of ourselves, other people, institutions, and every aspect of the
world” (Senge, Cambron-McCabe, Lucas, Smith, Dutton, & Kleiner, 2000, p.66).
Who we are, how we are, and what we do (Kabat-Zinn, 1994) is directly related to
where we come from. We will understand our own way of knowing, and be
mindful of the perceptions we hold, when we are “aware of the sources of our
thinking” (Senge, et al., 2000, p. 67). This awareness can empower us to shift,
reposition, and adapt our professional stance; rather than reactive, we become
reflective.
Learning Objectives
The purpose of this interactive session is to immerse participants in an experience of
reflective inquiry. Through engagement in a four step process of: emotive response;
listening (seeing and hearing deeply); reflection; and repositioning participants will:
• recognize, articulate, and suspend judgment of their usual response to classroom
disturbances;
• practice critical reflection;
• acquire (or expand) awareness of the sources of their thinking;
• increase understanding of other’s thinking processes; and
• transform teaching and learning in their classrooms.
Participants will evoke moments of disturbances in their own classrooms and recall
their responses to them. They will “recapture their experience, think about it, mull it
123 over and evaluate it” (Boud, Keogh, & Walker, 1985, p.19). Presenters will then
facilitate a discussion around a four step process of exploring underlying emotions,
listening (seeing and hearing), meaningful reflection, and taking a stance.
Participants will be provided with the time/space to practice reflective inquiry,
suspend their usual response to classroom disturbances, and consider alternatives
that could transform disruptive times into productive times.
Theme: Experiential Learning
Audience: General; Administrators; College Educators Special Interest Group
Keywords: experiential learning; creative practice; ways of knowing; perception;
making connections
C3-7
Room: Arts 214
Thursday, 3:30 - 4:20 pm
Lecture Material Guidelines: Setting course delivery standards in a
technology era
Kalyani Premkumar, College of Medicine, University of Saskatchewan; Anup
Saseendran, College of Medicine, University of Saskatchewan; John Costa, College
of Medicine, University of Saskatchewan
Organizational Change Track
Abstract:
Most faculty publish course materials electronically using a variety of tools to
supplement lectures and enhance student experience. Often, the format in which
faculty publish does not coincide with how students use or want to use the material
to support learning, leading to mutual frustration. Our objective was to identify
guidelines for creating, publishing and delivering electronic course materials which
meet student requirements and faculty goals while staying within the constraints of
technology available to faculty.
Methodology: Volunteer undergraduate medical students participated in surveys
and focus group sessions to identify learning and note taking methods, technology
use, current lecture material standards and their preferences. Faculty were
interviewed to identify their goals for lecture materials, technological aptitude and
constraints.
124 Results: Students identified inconsistency in how lecture materials are formatted,
published and delivered with resultant increase in time and resources spent in
accessing, printing, organizing and optimizing notes. Attitudes about copyright
protection, fears of copyright infringement, varying instruction styles, nature of the
content presented and confusion around multiple electronic methods of delivery
were reasons identified for the diversity among faculty. The results were used to
prepare guidelines which address faculty goals and student needs in an evolving
technological environment.
Conclusions and Discussion: The adaptation of the guidelines is an important step
to provide a consistent student experience within and between courses. Such
measures are necessary to create and promote a culture of collaboration and
academic freedom among faculty while maintaining student satisfaction.
At the end of the session, the participants will be able to:
- Discuss the importance of setting standards at the program level for publishing
supplementary resources for lectures
- Identify factors that have to be taken into account while creating guidelines and
during the process of implementation
Theme: Institutional Leadership of Teaching and Learning
Audience: General
Keywords: lectures; guidelines, technology, course delivery, curriculum
C3-8
Room: Arts 210
Thursday, 3:30 - 4:20 pm
A Subject-Driven, Case-Based Approach to Plagiarism Prevention
Education
Cara Bradley, Teaching Development Centre, University of Regina; John Archer,
Library, University of Regina
Innovative Practice Track
Abstract:
Plagiarism is an important issue facing university instructors around the world, so it
is surprising that there has not been more effort made to create engaging plagiarism
prevention education programs for students. Current educational approaches tend to
be homogenous, without recognition of the diverse issues and questions arising
125 across different academic disciplines. This presentation advocates for the
importance of subject-specific plagiarism education that situates integrity
discussions in the context of the discipline under study. It also promotes a casebased approach that uses high-profile cases to emphasize the broader implications
of plagiarism. When combined with controversial and thought-provoking discussion
questions, this subject-specific and case-based approach results in highly relevant
and engaging discussion and reflection on complex plagiarism issues in the
disciplines. After an introduction to the approach participants will break into
groups, reading a short case and working through the discussion questions
provided, before reporting their perceptions of the strengths and weaknesses of this
approach back to the larger group. Learning outcomes include an increased
awareness of the diverse plagiarism issues that arise across disciplines, recognition
of the need to situate plagiarism discussions in disciplinary contexts, and
appreciation of the value of using real cases as plagiarism prevention teaching tools.
Additionally, participants will gain practical experience using this approach,
awareness of its strengths and limitations, and tips and resources for locating cases
in other disciplines.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: Educational Developers; General
Keywords: plagiarism; prevention; education; case-based; discipline-specific
C3-9
Room: STM 260
Thursday, 3:30 - 4:20 pm
The Heart of Higher Education: Creating Conversation and Meaning
through a Community Art Project
Kim West and Jaymie Koroluk, University of Saskatchewan
Organizational Change Track
Abstract:
Inspired by Palmer and Zajonc’s new book, The Heart of Higher Education, A Call
to Renewal- Transforming the Academy through Collegial Conversations (2010) and
its call to the academic community to “live into the heart of higher education and
deepen our understanding and practice of transformative learning,” the facilitators
of this project invited their academic community at the University of Saskatchewan
to contribute to a community art exhibit visualizing the heart of higher education.
126 This community art project challenged faculty, staff, students, and instructors to
creatively and critically examine the heart of education and what it means by
capturing their thoughts, ideas, and sentiments visually through artistic means.
Collaborators were encouraged to use a variety of artistic mediums, including
words, images, music, and mixed media. The arts provide a venue for inquiry in a
variety of ways, ranging from reflection to arts-informed research, to art-based
research, to enacted living enquiry (Knowles & Cole, 2008). We decided to use a
community-based approach for this project that would 1) engage artists and
community members in reflection and discussion on a central issue related to higher
education, 2) showcase lived experiences on the deeper purpose of higher
education, 3) deepen our own understandings of higher education through the
process of (a) art making, (r) researching, and (t) teaching (a/r/tography; Springgay,
Irwin, and Wilson Kind 2005) and 4) provide a forum for conversation and
introspection on deeply held beliefs and attitudes concerning self, education,
teaching and learning.
Members of the general university community and all STLHE conference delegates
are encouraged and invited to view the public exhibit of the community art project
at the St. Thomas More College Art Gallery from June 1-24, 2011 at the University
of Saskatchewan. This gallery is located on the second floor of the St. Thomas More
College Building (website: http://www.stmcollege.ca/general-information/artgallery/index.php). This conference session is for delegates who would like to
engage in further self-exploration and discussion of their thoughts on the heart of
higher education while learning more about the arts and the role it can play in
teaching, learning, inquiry, and community debate. Rather than provide a guided
tour, workshop participants will engage in an inquiry-based gallery walk approach
with questions, small group discussions, and self-reflective activities. This will be
followed by an opportunity for workshop participants to discover the power of art
themselves by engaging in the process of art-making. Finally, the workshop will
provide some strategies and resources for people wishing to implement art projects
at their own institutions to foster inquiry, transformative learning, and community
connections.
Theme: Communities of Practice, Learning Communities
Audience: TA Developers Special Interest Group; Writing Centre Special Interest
Group; Educational Developers; Administrators; General
Keywords: heart, community, art, integrative education
127 C3-10
Room: Arts 105
Thursday, 3:30 - 4:20 pm
Language Centre Electives Program - Supporting Students' Experience
of Diversity
Gina DiPaolo, Language Centre, University of Saskatchewan; Kaitlyn Schmieser,
Language Centre, University of Saskatchewan
Innovative Practice Track
Abstract:
The electives program is an experiential language and cultural learning environment
with an emphasis on communication, inclusion, and creating a community of
learners integrated with the larger university student community. The structure,
communications strategies, and experiential language usage pedagogy employed by
the electives program provide a social platform for authentic communication in
English as well as provide a ground of common experience that unites learners into
a learning community.
“Beyond grammatical and discourse elements in communication, we are probing
the nature of social, cultural and pragmatic features of language” (Brown, 1994, p.
77).
This concurrent session will highlight the experiential learning methods employed
by electives program as well as the communications and language learning
objectives that the program addresses. The structure of the Electives program is
intended to allow students to experience the culture of Canadian Higher education,
and to expose them to the social situations, language, and technologies that they
will encounter once they enter the University. The deliberate organization and
structure of the electives program allows us to embrace a diverse student population
and create structured and supportive opportunities for inclusive educational
experiences. In keeping with experiential learning pedagogy the electives program
employs methods whereby “. . . students learn and develop though active
participation in thoughtfully organized learning experiences that meet students’
personal interests and that are coordinated in collaboration with the school and
community” (Owen, 1996, p. 3).
128 One of the most obvious challenges that international students face in attending
post secondary institutions in Canada is the level of language acquisition required
for program entry. In addition international students face the challenge of social
integration in the higher education environment with peers who do not share a
common educational culture background. Indeed international student success is
dependent on an ability to communicate effectively with peers and professors that
requires not only a high level of English language proficiency but thorough
knowledge of social interaction patterns and cultural communication norms that are
best learned through experience. The electives program provides international
students an opportunity to explore the educational environment, interact in
meaningful ways with their peers and create innovative programs and processes that
support integration.
Learning objectives: This session endeavors to raise awareness of integration issues
faced by international students and to outline student and learner centered
approaches to program development. Many of our best program ideas stem directly
from on going and intensive dialogue with students regarding their needs for
language practice opportunities and social integration. Electives staff and student
leaders will guide participants through a presentation/simulation of an elective
program.
Our presentation will bring together experiential learning pedagogy with
communicative language teaching pedagogy to demonstrate program structures that
are accessible, rich with cultural learning, language practice opportunities, cultural
knowledge and experiential methods. Through the presentation of our objectives,
methodology, and communications processes we hope to create awareness of the
barriers faced by international students and to help inform the direction of
collaborative programming models.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: diversity, student experience, experiential learning, collaborative
programs, international students, integration,
129 C3-11
Room: Arts 217
Thursday, 3:30 - 4:20 pm
Mind the (Writing) Gap: A model to support academics though the
writing process
Kris Knorr, Centre for Leadership in Learning, McMaster University; Nancy Fenton,
Centre for Leadership in Learning, McMaster University; Susan Vajoczki, Centre
for Leadership in Learning, McMaster University
Innovative Practice Track
Abstract:
Writing is an essential academic skill in every research university strategy, yet for
many people who work within the academy, the process of writing can be daunting,
intimidating and overwhelming. In this presentation, we will discuss the experience
of developing structured writing retreats and communities of practice at McMaster
University to support faculty writing. Research has shown that writing retreats have
helped develop skills by creating dedicated writing time and building collegiality
(Murray & Newton, 2009). Recently, our Centre for Leadership in Learning has
made efforts to provide opportunities for faculty, staff and graduate students to
develop their writing skills. Through the offering of a day-long ‘writing retreat’,
participants share their struggles and fears of the writing process, they learn some
tips and techniques to help them move through the process, and they engage in a
peer-critique exercise whereby two individuals are paired together to critique each
other’s manuscripts. In 2010, there were two writing retreats offered at McMaster,
both of which generated tremendous interest. There continues to be a demand for
the retreat, and there are plans to offer two or three additional retreats in 2011.
Summative evaluations and follow-up interviews with participants have
demonstrated that this has been an extremely beneficial endeavour. A community of
practice on writing has since evolved, and participants are eager to continue to
engage in the peer-critique process, and support one another through their writing
in an ongoing, sustainable fashion.
The objective of this presentation is to demonstrate a model of how to implement
writing retreat at your home institution. The first 15 minutes of this session will be
spent outlining the model which we have generated for the writing retreats, and we
will share qualitative and quantitative data collected from past-participants. The
remainder of the workshop will be devoted to actively engaging in short exercises
that were developed for our retreats. Some of the interactivity will take place as a
large group where we will examine some common issues related to fear of writing
and the process of writing. Some time will be devoted to pairs of individuals to
engage in the peer-critique process that is used at the McMaster writing retreats.
130 Each participant who attends this session is encouraged to bring a short writing
sample (for instance, a conference abstract of 300 - 500 words is an ideal length).
For those who do not have a writing sample, one will be provided for you.
The session will culminate with a large group conversation on the merits and
implications of the proposed model and a discussion surrounding some advantages
or disadvantages that such a model can offer. The target audience for this
presentation are educational developers, and those involved in professional
development programming.
Theme: Communities of Practice, Learning Communities
Audience: TA Developers Special Interest Group; Writing Centre Special Interest
Group; Educational Developers
Keywords: writing, faculty, professional development, innovative practice
C3-12
Room: Arts 212
Thursday, 3:30 - 4:20 pm
Connecting With the STLHE Board: What are they up to?
Arshad Ahmad, President, STLHE; and all available STLHE Directors
Innovative Practice Track
Abstract:
Did you know that six new Board members were elected since the last Conference?
Or what each of us do to serve your needs? Do you have suggestions how we
might improve our business or ideas that can strengthen our Society?
We want to begin a series of conversations with you. We will begin with some of
the topline results from our membership survey last year .
We feel it is important to honour our traditions and practices but are equally
convinced that we can do more. It comes as no surprise that as our Society grows,
so do our obligations to serve generously by advancing scholarship, by vigorously
advocating for the status and quality of teaching and learning, by strengthening
bilingualism and our partnerships.
A growing Society also implicates our governance, our finances, and our capacity to
communicate. What about the role of students, their needs and aspirations? What
131 about broader audiences including parents, governments, and other organizations
who are interested in partnering with us? What about giving more voice to different
and sometimes opposing points of view?
We are also keen to share the Board's priorities and more importantly, our vision
and new directions. We have met recently to reflect on these meta questions which
we hope will guide our decisions in the future.
We invite you to come and connect, question, raise issues and provide your input to
the Board. We need to hear from as many of you as we can and and look forward to
your participation.
Theme: Institutional Leadership of Teaching and Learning
Audience: General
Keywords: STLHE, Board of Directors
C3-13
Room: Arts 206
Thursday, 3:30 - 4:20 pm
Meeting the challenge of diverse learning needs of postsecondary
students through the design of effective course websites
Irene Carter, University of Windsor; Donald Leslie, University of Windsor
Innovative Practice Track
Abstract:
This presentation will report on a project that produced a set of learner-centred
teaching guidelines using Universal Instructional Design (UID) and accessibility
standards for application to post secondary course websites. The principles of UID
are found in the Universal Design (UD) perspective that views people as individuals
with varying abilities and preferences. Based on the perspective of Universal
Design, Universal Design in Higher Education (UDHE) identifies physical spaces,
information technologies, services, and instruction which allow instructors to adopt
inclusive choices. In this presentation, we are concerned with the instructional
aspect of UDHE, Universal Instruction Design, and how the principles of UID are
applied to web-based course sites. Instructors who employ UID principles consider
the potential needs of all learners, identifying and removing unnecessary barriers to
teaching and learning, while preserving academic rigor (Coomber, 2007). Teaching
strategies based on the principles of Universal Instructional Design help to fill a gap
132 in teaching by providing insight into developing specific teaching strategies to
provide effective instruction for a diverse audience of students.
The presenters partnered with a group of faculty through a university-wide learning
community seeking to improve instructional strategies for course websites. The
literature review, about accessible course web sites, was produced in consultation
with the Centre for Teaching and Learning, Student Disability Services, University of
Windsor Accessibility Committee, and the School of Social Work, University of
Windsor, Accessibility Planning Committee. The main issues for exploration,
developed from the literature review, include clarity of materials, efficacy of
organization, timeliness of posting, and other concerns, such as, legible font and
size, color contrasts, audio to assist navigation through the web site, links to other
websites and self-help tools. Data was acquired from students in four undergraduate
courses in social work and disability studies by developing and adding twelve
additional questions to the course student evaluations. The results will assist
instructors to examine and adjust their course websites to reflect the principles of
UID and compliance with consumer accessibility standards.
By targeting varying learning needs, this project will help faculty to adopt
instructional practices for course websites that strengthen a learning-centred
approach. As a result, faculty will focus on learning obstacles that face students with
varying needs rather than viewing student needs through their impairments.
This approach will maximize inclusion for students with disabilities and address the
diverse learning needs of all students. This presentation seeks, through audience
participation, effective teaching strategies and applications for the instructor’s
course website. The following objectives will enable the participant:
To review current literature about learning centred approaches and the principles of
Universal Instructional Design (UID).
To engage in an interactive group exercise that involves selecting applications for a
course in disability studies that reflect good teaching strategies and principles of
UID.
To consider how application choices for course websites comply with and foster
accessibility.
To reflect on the applicability of a set of guidelines for course websites and to what
degree they are consistent with good teaching strategies and principles of UID.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
133 Keywords: universal instructional design, course websites
C3-14
Room: Arts 200
Thursday, 3:30 - 4:20 pm
The Indigenous Studies Portal: An Innovative Virtual Library and
Research Tool
Deborah Lee, Library, University of Saskatchewan
Innovative Practice Track
Abstract:
The Indigenous Studies Portal (or iPortal) is a strategic priority of the University of
Saskatchewan Library and has had full-time staffing since 2005 in order to support
Aboriginal programming, engagement and research. It is also the only virtual library
of its kind in Canada, linking users to more than 25,000 full-text resources related to
the interdisciplinary field of Indigenous Studies. These resources are diverse in
format, including peer-reviewed articles, popular articles, book reviews, theses, ebooks, websites, films and archival documents (such as photos, correspondence,
maps and field notes). Of particular interest in the iPortal collection are the verbatim
round table RCAP hearings, which have been digitized by the U of S Archives and
available online through both the iPortal and the Our Legacy Aboriginal archives
website. Digitization is an important trend in the current world of libraries and
archives as it provides easy online access to unique materials that were previously
all but inaccessible (such as out-of-print books and archival materials lacking
finding aids) and it helps to preserve important cultural and historical information.
In addition, the iPortal links to subscription-based resources paid for by the
University Library.
In addition, the iPortal has a very user-friendly search engine that is well-suited to
assisting Aboriginal students with their research assignments. This session will
inform participants of the various elements of iPortal search functionality that take
into account the difficulties many Aboriginal students have with finding suitable and
authoritative resources for their academic research assignments and papers. The
presenter will use iPortal information literacy and bibliographic instruction
techniques to demonstrate how Aboriginal students learn to develop better search
strategies for their academic research and, consequently, how they can succeed in
finding and evaluating the academic resources they need for writing their research
assignments.
134 It is also important to note that the iPortal links to resources that reflect a multiplicity
of world views, from traditional knowledge to transystemic knowledge to Western
knowledge so as to further the debate on Indigenous Studies issues.
Level of interactivity: This presentation will be moderately interactive in that it will
describe and demonstrate some unique features of the iPortal. The presenter will
then ask the audience to form groups to discuss benefits provided by the iPortal,
particularly for Aboriginal students, and report back to participants. Audience
members will also have the opportunity to ask questions about the iPortal
throughout the presentation.
Learning Objectives for this presentation
• Learn how to make the best use of the iPortal database for academic research
• Learn about the cultural relevance of the iPortal research tool.
• Understand why the iPortal is a better research tool for Indigenous Studies
resources than Google.
Theme: Innovation with Technology
Audience: General
Keywords: aboriginal students; virtual libraries; library technology
C3-15
Room: Arts 213
Thursday, 3:30 - 4:20 pm
Every Classroom is a Stage: Learning Narrative through Performance
Sarah Powrie, English, St. Thomas More College; Michael Cichon, English, St.
Thomas More College
Innovative Practice Track
Abstract:
At a time when active learning in higher education is increasingly recognized for its
value, simulation-based learning, or role-playing, remains surprisingly neglected,
not only in the classroom, but in the scholarship of teaching and learning. A 2005
study of UK university instructors found that the largest barriers to implementing
such methods included a lack of time, resources and information (Lean et al., 2006).
This presentation aims to address these barriers by providing instructors with a
“tool-kit” of practical approaches and strategies for implementing role-playing and
performance assignments in their curricula. While role-playing assignments have a
135 wide range of applicable contexts, this presentation will be most useful for those
teaching English, History, Gender Studies, or Cultural Studies, in part because we
will provide specific examples pertinent to these disciplines, and in part because we
wish to draw attention to the hermeneutics of performance; that is, to the ways in
which performance articulates one possible interpretation of dialogue, gender, class
or history.
The first presenter will outline the pedagogical framework for a performance
assignment that she has used for three years in teaching Medieval Drama. While the
presenter’s narrative will follow this course and its assignments, she will also suggest
ways in which the same activities might be applied to the disciplines mentioned
above. She will speak to the pedagogical benefits and practical challenges of these
assignments. The second presenter will discuss assignments using Librivox, a
website which contains audio files of audio books in the public domain, as part of a
course titled “Courtly Love and Medieval Romance.” He will explain how to make
Librivox file and will outline the requirements of the Librivox assignment. Drawing
upon student audiofiles and reflection papers, he will relate students’ response to
this activity.
Both speakers will comment on the fascinating way that such assignments bridge
the pre-modern and postmodern. Courtly poetry was intended for performance
rather than private reading, and so the oral format of audio files actually access the
original artistic spirit behind the work. Dramatic performances privilege visual
media over verbal, by enabling the physical voice and body to displace the written
text. YouTube has revived performance culture, so that it is now easier than ever to
show multiple performances of a single narrative and thus illustrate that each
performance contains a unique interpretative statement. Even though today’s
students are visually oriented, they often lack the analytical skills needed to
interrogate and decode images. The first presenter will explain the ways in which
she encourages her students to analyze gesture and space, thus enabling them to
become active spectators, whether they are watching YouTube, watching their peers
perform a scene, or imagining their own performance of a play. To involve the
audience, the presenter will ask the audience to become active spectators by
analyzing student work from Medieval Drama.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: College Educators Special Interest Group
Keywords: inclusivity, active learning, students disseminating knowledge, creative
assignment, trouble-shooting, articulating expectations, performing narrative
136 Poster Session
Thursday 4:30 – 7:00 pm
Geology/Biology Atrium
P-1
Improving student readiness: Aligning secondary and university learning outcomes
and assessment standards
Dean M. Beaubier, Rolling River School Division; Shannon A. Gadbois, Department
of Psychology; Brandon University
P-2
Undergraduate Community-Based Research Project: Attitudes of the Criminal
Justice System
Tammy Marche, St. Thomas More College, University of Saskatchewan
P-3
Interdisciplinary and Collaborative First-Year Teaching in the Humanities and Fine
Arts
Mark Meyers, History,University of Saskatchewan
P-4
Evaluation of an interprofessional seminar series for psychiatry residents and law
students
Mansfield Mela, College of Medicine, University of Saskatchewan; Krista Trinder,
Educational Support & Development, College of Medicine, University of
Saskatchewan; Glen Luther, College of Law, University of Saskatchewan; Marcel
D'Eon, Educational Support & Development, College of Medicine, University of
Saskatchewan
P-5
Evaluation of the anatomy laboratory for first year medical students
Greg Malin, Anatomy and Cell Biology, University of Saskatchewan; Krista Trinder,
Educational Support & Development, College of Medicine, University of
Saskatchewan; Dorian Irwin-Kristmanson, College of Medicine, University of
Saskatchewan; Kirsti Ziola, College of Medicine, University of Saskatchewan
137 P-6
Using Self-Assessment and Reflection to Build Management Skills
Teal McAteer, DeGroote School of Business, McMaster University; Mark
Skowronski, DeGroote School of Business, McMaster University
P-7
SoTL Portal - Connecting Researchers
Heather Hurren, Manager, Academic Development, Centre for Teaching and
Learning, UBC -Okanagan; Gary Hunt, Centre for Teaching and Learning,
Thompson Rivers University; Peter Arthur, Director, Centre for Teaching and
Learning, UBC- Okanagan; Janine Hirtz, Centre for Teaching and Learning, UBCOkanagan; Sylvia Currie, BCCampus
P-8
The Ongoing Evolution of a 2nd Year Undergraduate Chemical Biology Inquiry
Course - A Guided Inquiry Approach to Facilitate Self-Directed Learning
Nancy McKenzie and Paul Berti, McMaster University
P-9
New Faculty Perceptions of Mentoring: How Graduate School Experiences
Influence Their Own Approaches
Shannon Gadbois, Psychology, Brandon University; Elizabeth Graham, Sociology,
Brandon University
P-10
Examing Academic Success in an Accelerated Schedule Format: The Supercourse
Experience!
Brent E. Faught, Department of Community Health Sciences, Brock University;
Madelyn P. Law, Department of Community Health Sciences,Brock University.
P-11
Indigenous Based Masters of Social Work Program, Faculty of Social Work,
University of Manitoba
Indigenous Caucus: M. Hart, Y. Pompana, G. Cook, D. Halonen, G. Gosek, L.
Deane, ,V. Morissette, G. Rowe, University of Manitoba
138 P-12
Situational Leadership and the Teaching Practicum: A Narrative
David C. Young, Faculty of Education, St. Francis Xavier University
P-13
Efficacy of online learning - comparison between online and on-campus physiology
students' experience
N. Kee, S. Matthews and C. Perumalla, University of Toronto
P-14
Giving voice to the experience of rural preceptorship: A photovoice project
Olive Yonge, Faculty of Nursing, University of Alberta; Florence Myrick, Faculty of
Nursing, University of Alberta; Linda Ferguson, College of Nursing, University of
Saskatchewan; Quinn Grundy, School of Nursing, University of California, San
Francisco; James Cockell, Faculty of Nursing, University of Alberta
P-15
Bloom's Affective Domain and the Formation of Professional Identity in Clinical
Education Settings
Eric Kristensen, Teaching and Learning Centre, Capilano University
P-16
Convenience and conversation: A comparison of approaches to peer reviews
Lori Goff, Centre for Leadership in Learning, McMaster University; Michael Chong,
Arts and Science, McMaster University; Kimberly Dej, Life Sciences, McMaster
University
P-17
Teaching the Art of Taking Patients' Perspectives: Interprofessional Health
Seminars
Ulrich Teucher, Psychology, University of Saskatchewan; Marcel D'Eon, College of
Medicine, University of Saskatchewan
P-18
Peer Evaluation: What do Physical Therapy Students Think?
V. Dal Bello-Haas, School of Physical Therapy, University of Saskatchewan; L.
Harrision, School of Physical Therapy, University of Saskatchewan; R. Kanthan,
Department of Pathology and Laboratory Medicine, University of Saskatchewan
139 P-19
To list-serv or not to List-Serv
Douglas Reid, Queen's University; Denise Stockley, Queen's University; Loretta
Walz, Queen's University
P-20
Creative Assessment: The Use of Rubrics in a Fine Arts Setting
Jessie Beatty, Department of English Language and Literature, University of Windsor
P-21
Social Theory in Action: Using Embodied Learning to Teach Disability Theory in
the Post-Secondary Classroom
Elizabeth Quinlan & Desiree Nelson, Department of Sociology, University of
Saskatchewan
P-22
Continuing the Conversation in Saskatoon: The Canadian Journal for the
Scholarship of Teaching and Learning
Allen Pearson, Faculty of Education, University of Western Ontario; Ken N.
Meadows, Teaching and Learning Services, University of Western Ontario; Dianne
Bateman, Academic Development Centre, Champlain St‐Lambert College; Dieter
Schonwetter, Faculty of Dentistry, University of Manitoba; John Thompson,
Sociology, University of Saskatchewan
P-23
Discovery, Integration, Communication, and Engagement: Learning through
scaffolding in a field based undergraduate course in Renewable Resource
Management
Thomas Yates, Department of Soil Science, University of Saskatchewan
P-24
Supporting Instructional Renovation
Sheryl Mills, Gwenna Moss Centre for Teaching Effectiveness, University of
Saskatchewan
140 P-25
Real People, Deep Learning: Negotiating Necessary Tensions with Colleagues,
Learners, and Institutional Policies in Service-Based and Problem-Based Learning
Gail Frost, Physical Education and Kinesiology, Brock University; Maureen
Connolly, Physical Education and Kinesiology, Brock University
P-26
Modeling Teaching for Inclusivity and Diversity through an Open Door Program
Maureen Reed, Psychology, Learning and Teaching Office, Ryerson University;
Dalia Hanna, Learning and Teaching Office, Ryerson University; John Paul Foxe,
Learning and Teaching Office, Ryerson University
P-27
Abroad to Study, Home to Study Again: An Exploratory Study of LL.B Degree
Programs in England, Scotland and Australia
Andrij Kowalsky, Osgoode Hall Law School,York University, Davies Bagambiire &
Associates
P-28
New Horizons in Teaching and Learning at Simon Fraser University
Christine Kurbis, Teaching and Learning Centre, Simon Fraser University; Stephanie
Chu, Teaching and Learning Centre, Simon Fraser University
P-29
Approaches, process and timeline to an Learning Management System (LMS)
transition
Asim Aziz, Centre for Teaching and Learning, University of Alberta; Christopher
Goetz, Centre for Teaching and Learning, University of Alberta; Dave Sun, Centre
for Teaching and Learning, University of Alberta; David Laurie, Centre for Teaching
and Learning, University of Alberta; Trevor Jones, Centre for Teaching and Learning,
University of Alberta
P-30
Engaging Students with Clickers in a Distributed Environment: Lessons Learned
Kalyani Premkumar, College of Medicine, University of Saskatchewan; Cyril Coupal
Information Technology, University of Saskatchewan; Krista M. Trinder, College of
Medicine, University of Saskatchewan; Shiva Shayani-Majd, College of Medicine,
University of Saskatchewan
141 P-31
Online courses = higher marks?
Cyril Coupal, Information Technology, University of Saskatchewan; Kalyani
Premkumar, College of Medicine, University of Saskatchewan; Krista M. Trinder
College of Medicine, University of Saskatchewan; Luke Coupal, University of
Saskatchewan
142 P -­‐1 Room: Biology/Geology Atrium Thursday, 4:30 -­‐ 7:00 pm Improving student readiness: Aligning secondary and university learning outcomes and assessment standards Dean M. Beaubier, Rolling River School Division; Shannon A. Gadbois , Department of Psychology , Brandon University Organizational Change Track Abstract: Student readiness continues to be an issue among the professoriate (Greenberg, 2010; Cramer, 2010; Kelley, 2010). Enrolment growth trends in Canadian universities suggest this concern may remain prevalent for some time. At the secondary level, government bodies have developed and implemented policies and standardized assessment instruments with the expressed means of improving accountability and student academic proficiency. Despite these efforts, there does not appear to be a perceived change in the readiness of students attending tertiary institutions. The purposes of this study were to: (1) determine the current state of alignment between high school and university learning outcomes and assessment standards; and (2) if needed, outline policies/factors that would establish or strengthen this alignment. This presentation defines the concept of “student readiness” with respect to higher education. It examines connections between secondary education curriculum outcomes (content standards) and the evaluation of knowledge and skills (performance standards) pertaining to them. The relationship between these standards and those delineated by a post-­‐secondary institution are then determined. Using qualitative research methods, we examined the specific subject area of English language arts to determine the current alignment between secondary and university standards in the province of Manitoba. This involved analysis of provincial curriculum/evaluation documents and course outlines. Subsequent interviews with subject area secondary from a sample of teachers and university professors then took place. A major finding from the research is that problems related to readiness may stem from differing objectives between the two levels of education. This disjuncture is highlighted by the fact secondary education historically has involved a student body whose range of academic abilities varies greatly in comparison to the sub-­‐set typical of student participants in higher education. Given this population variance, secondary education traditionally has focused on creating suitable content standards. Thus, the subsequent performance standards also may be intended more 143 for determining minimum competencies addressing the vocational pluralism of our society. Based on this conclusion, a number of policy recommendations resulted from the study. To begin with, the provincial government should consider a committee to determine the means and degree to which alignment may be established. Secondly, the content and evaluation criteria of all first year university courses should be examined in relation to their comparative high school subjects. Finally, teacher education pre-­‐service and in-­‐service programs should be developed so that curriculum and teaching methods ensure professionals can prepare students to meet new standards. Theme: Program Level Outcomes and Quality Audience: Educational Developers Keywords: student readiness, learning outcomes, assessment standards, alignment P -­‐2 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Undergraduate Community-­Based Research Project: Attitudes of the Criminal Justice System Tammy Marche, St. Thomas More College, University of Saskatchewan Research Track Abstract: The research literature points to the pedagogical value of an engaged and community service-­‐learning approach to developing understanding of course content (Astin, Vogelgesang, Ikeda, & Yee, 2000). To help students achieve a better understanding of how the discipline of psychology contributes to the discipline of law, students in Psy 231: Psychology and Law participate in a community-­‐based research project in which we partner with the Elizabeth Fry Society and the John Howard Society. Students gain hands-­‐on experience of the Canadian justice system. The goal of the research project is to examine attitudinal differences of the criminal justice system between individuals who have been in conflict with the law and individuals who have not. Determining where differences in attitudes exist will help identify ways to increase satisfaction and confidence in the justice system. Past research indicates that public support is necessary for the criminal justice system to 144 work effectively (e.g., Indermaur & Hough, 2002; Roberts, 2004; Tyler & Huo, 2002). The objective of the current study was to determine whether there are differences in satisfaction and confidence in the criminal justice system between individuals who have and have not been in conflict with the law. Over the past two offerings of Psy 231, 15 undergraduate students have worked with the Elizabeth Fry Society and interviewed women who have been in conflict with the law regarding their attitudes toward the criminal justice system. They then compared their responses to those of undergraduate students. More specifically, 81 participants (10 females who had been in conflict with the law; 11 male and 60 female undergraduates) responded to several questions which determined their satisfaction, attitudes, opinions and confidence in the criminal justice system. Results showed that women who had been in conflict with the law reported less confidence in the criminal justice system than the undergraduate students. This suggests that measures need to be taken to improve confidence, and to some degree, satisfaction, to ensure the effectiveness of the criminal justice system. In addition to the positive feedback received from the community organization, the students participating in the project have reported that they found it to be an extremely positive, enriching and rewarding experience, which has influenced career aspirations for some students. For example, one of the students, because of her experience with the project, subsequently secured summer employment with the Elizabeth Fry Society and is currently working on a justice-­‐related honours thesis. During the final two lectures of the course, I report the results of the community-­‐
based research project to the class in a lecture discussing the relationship (linkages and tensions) between criminal justice and social justice. The participating students informally report their experiences and reflections to the class and we discuss ways in which the justice system can become more responsive to local communities and national agencies with which it interacts. Learning Objectives: To demonstrate how instructors can facilitate students’ understanding of the course material by partnering with community-­‐based organizations on research projects that benefit both students and community organizations. Theme: Experiential Learning Audience: General Keywords: community-­based research project, experiential learning, forensic psychology, criminal justice system 145 P -­‐3 Room: Biology/Geology Atrium Thursday, 4:30 -­‐ 7:00 pm Interdisciplinary and Collaborative First-­Year Teaching in the Humanities and Fine Arts Mark Meyers, Department of History, University of Saskatchewan Innovative Practice Track Abstract: This poster session introduces viewers to an innovative and collaboratively taught first-­‐year course at the University of Saskatchewan, INTS101.12 “Examining the Western Humanities and Fine Arts in a Global Context.” Offered in 2010-­‐2011 as a pilot project, this intensive 12-­‐credit course provides an interdisciplinary introduction to the history of various Western cultures, while also situating Western developments in a global context. Throughout the course, students critically analyze how religion, philosophy, literature, science, art, drama, and music have allowed human beings to make sense of themselves and their place in the universe. Lectures, small group seminars with full-­‐time faculty, writing assignments, active learning exercises, and the study of primary sources allow students to hone their communication and critical thinking skills. INTS 101.12 has an innovative structure in that students attend three (3) one-­‐hour lectures and three (3) one-­‐hour small-­‐group seminars per week over the entire year. The course is collaboratively taught in that faculty from across the disciplines deliver course lectures corresponding to their areas of expertise, while a small group of regular “core faculty” plans the course, leads the seminars to ensure course continuity and cohesiveness, and coordinates course and student assessment. Students remain in their seminar groups for the entire year to build a sense of community. The course provides opportunities for students to interact with faculty from across the institution in lecture and small-­‐seminar settings and offers them a chance to sample a variety of topics and disciplinary approaches. After perusing the poster, observers will be able to: describe our model for delivering interdisciplinary and collaborative teaching at the first-­‐year level; identify challenges we faced in developing and delivering the program; and explain how the curriculum and course structure aligns with George Kuh’s outline of “High Impact Educational Practices.” A sampling of comments from administrators, instructors, lecturers, and students will allow viewers to see how stakeholders have responded to the course in the focus groups, interviews, and surveys that we have conducted as part of a qualitative study of the course. Theme: Creative Practices: Teaching, Assessment, and Evaluation 146 Audience: General Keywords: interdisciplinary, collaborative, humanities, fine arts, first-­year, humanities, course design, innovative practice P -­‐4 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Evaluation of an interprofessional seminar series for psychiatry residents and law students Mansfield Mela, College of Medicine, University of Saskatchewan; Krista Trinder, College of Medicine, University of Saskatchewan; Glen Luther, College of Law, University of Saskatchewan; Marcel D'Eon, College of Medicine, University of Saskatchewan Innovative Practice Track Abstract: The importance of interprofessional education is widely recognized in the area of health care. Such has been the impetus for the creation of the Academy of Psychiatry and the Law in America and Canada. As well, the formation of the Not criminally responsible on account of mental disorder (NCRMD) Review board, comprised of lawyers and psychiatrists that determine the disposition of accused persons, is premised on the recognition of the interprofessional relationship and collaboration of Law and Psychiatry. At the University of Saskatchewan, the Law and Psychiatry Seminar Series, was reintroduced to law students and psychiatry residents in 2004. This is an innovative teaching method that has received very positive course evaluations in the past. To date there have been no known evaluations of the teaching and learning that prepares psychiatry residents and law students to form positive working relationships. An in-­‐depth evaluation is being conducted to examine: 1) satisfaction with the course, 2) whether students have more knowledge of interprofessional relationships and communication between the two professions after completing the course, 3) whether perceptions of other professions improve favourably, and 4) whether held positions about the conflicts between autonomy and beneficence change after completing the course. In 2010, pilot data was collected from 15 law students attending the seminar series and 12 students attending a human rights seminar serving as a control group. Students completed the following measures at the start and end of the course: 1) perceptions of psychiatrists (scale developed by the authors), 2) Interprofessional Education Perceptions Scale (Modified), 3) a case 147 scenario developed by the authors. At the end of the course, students in the seminar series completed a survey measuring their satisfaction with specific components of the course. Preliminary analyses indicate that students attending the seminar series had significantly more positive attitudes toward psychiatrists (t(14) = -­‐3.75, p = .002, d = .61) and believed that there was greater cooperation between lawyers and psychiatrists (t(14) = -­‐2.32, p = .036, d = .59) after completing the course. These changes were not found for the control group. Due to the small sample size, nonparametric Wilcoxon signed ranks tests were conducted, which confirmed the statistically significant changes. Students indicated that they were highly satisfied with the course and that they felt that they were provided with information that was useful for their career. Students also reported that being taught by a psychiatrist was valuable. Data are being collected from law students and psychiatry residents currently attending the seminar series and from a control group. In addition, focus groups will be conducted to explore students’ experiences with this course. More robust results and conclusions will be available as this information is compiled. Theme: Creative Practices: Teaching, Assessment, and Evaluation Audience: General Keywords: interprofessional education, evaluation, innovative practice P -­‐5 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Evaluation of the anatomy laboratory for first year medical students Greg Malin, College of Medicine, University of Saskatchewan; Krista Trinder, College of Medicine, University of Saskatchewan; Dorian Irwin-­Kristmanson, College of Medicine, University of Saskatchewan; Kirsti Ziola, College of Medicine, University of Saskatchewan Research Track Abstract: Intended outcomes: Attendees will learn about what the lab involves and the evaluation methods used. The authors invite those attending this session to discuss 148 the course and evaluation, learning from our research and providing insight into other evaluation possibilities. Traditionally, medical students have performed and observed cadaver dissections to learn about human anatomy. This is true for students at the University of Saskatchewan. There has been significant debate over the effectiveness of this experience with strong advocates both for and against its use. Some argue that the high cost and resources involved in maintaining an anatomy lab are prohibitive. Some believe that dissection may be more appropriate for those who wish to pursue surgery. Also, the negative emotions experienced by some students required to perform dissections has caused some to re-­‐think cadaveric dissection. Advocates for dissection, believe that the hands on experience of dissection is invaluable for students’ learning of the material. Students also recognize that there is variation from one person to the next. Other more “hidden” benefits include, professionalism and respect for “vulnerable” patients, and early development of basic technical skills. It is important for those making decisions about pedagogical approaches to understand how performing dissections impacts students. The majority of research to date has focused on student satisfaction, the first level of Kirkpatrick’s model for educational outcomes (Freeth et al., 2003). It is important that researchers strive to measure other levels of the model, including learning, behavior and results. The purpose of this evaluation is to help understand the extent to which performing dissections helps medical students learn about anatomy and to understand students’ experiences. This will reflect the second level of Kirkpatrick’s model, learning. Students are required to dissect several areas of a cadaver throughout the year. Students working in groups take turns with other groups performing and observing dissections on different body parts. Those who do not dissect one area either have independent study time or structured small group sessions. They then return to the lab for a briefing by the group that performed the dissection. Data collection is currently underway. Grades of students who completed dissections of specific areas are being compared with those who did not. Students are completing surveys pertaining to each section, measuring the extent to which they participated in the dissection. After each examination, students complete a survey measuring the extent to which tasks performed during designated lab time and tasks outside of lab time helped them prepare for the module examination. Seven students will be interviewed to explore their dissection experiences, factors that influence their experiences, and any changes in dissection experiences over the course of the academic year. Survey and examination data will be analyzed using t-­‐tests and multivariate analyses, comparing the students who were present for dissection sections with those who were not. As well, analyses will be conducted to identify potential relationships between perceived usefulness of different components and grades. Interviews will be transcribed and themes will be identified. Both quantitative and qualitative results will be presented. 149 Theme: Scholarly Teaching and the Scholarship of Teaching and Learning Audience: General Keywords: program evaluation, experiential learning, student outcomes P -­‐6 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Using Self-­Assessment and Reflection to Build Management Skills Teal McAteer, DeGroote School of Business, McMaster University; Mark Skowronski, DeGroote School of Business, McMaster University Research Track Abstract: Management skills training has become a core component of business education. The goal of such training is not only to improve graduates’ ability to manage others in organizations, but also to build students’ awareness of themselves and their personal relationships (Whetten & Cameron, 2001). This poster describes the use of a structured self-­‐assessment project in an undergraduate management skills course. Students individually completed twenty assessments of their personal, interpersonal, and organizational skills and selected two “skill areas” to improve over a 13-­‐week semester. These assessments included publically downloadable measures of personality traits, career orientations, time and stress management, and emotional and cultural intelligence. In addition, students were provided with eleven instruments published by McGraw-­‐Hill/Irwin to measure specific management skill sets. The most frequent skills targeted by students for improvement were time management, stress management, interpersonal communication, and behavioural flexibility. In groups, students created specific action plans, developed metrics to monitor progress, and reinforced members’ skill building efforts. At the end of the semester, students completed a survey of their reactions to the self-­‐
assessment project. Students also completed a multi-­‐dimensional measure of emotional intelligence. These data were analysed descriptively by comparing means across twelve survey dimensions. Results indicate that students believed that the self-­‐assessment project increased their self-­‐awareness, improved their time management skills, and improved their ability to work with others and in teams. As a whole, students found the project to be a valuable learning tool. Student comments included words such “revealing” and “an experience necessary before I try to manage others”. There was little evidence, however, that group members helped each other achieve self-­‐improvement goals. Although evaluations of the self-­‐assessment project 150 did not correlate with emotional intelligence dimensions, students with higher EI-­‐
social awareness scores were more likely to focus on “self-­‐control” and less likely to focus on “flexibility” as skill areas to improve. Theme: Experiential Learning Audience: General Keywords: experiential learning, management skills, self-­awareness, emotional intelligence P -­‐7 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium SoTL Portal -­ Connecting Researchers Heather Hurren, Centre for Teaching and Learning, UBC-­Okanagan; Gary Hunt, Centre for Teaching and Learning, Thompson Rivers University; Peter Arthur, Centre for Teaching and Learning, UBC-­Okanagan; Janine Hirtz, Centre for Teaching and Learning, UBC-­Okanagan; Sylvia Currie, BCCampus Research Track Abstract: The quality of scholarly research on teaching can be enhanced when SoTL practitioners can easily connect with one another to exchange ideas and have open communication. Providing convenient opportunities for public sharing of research ideas is an important element in the SoTL movement. The presenters have been awarded a grant through the Educational Developers Caucus to design and implement an internet portal that will allow visitors to search a project database for research ideas, projects in progress or completed, and seek potential research collaborators. We believe that opportunities for SoTL research can be enhanced by providing a central website with unrestricted access that will lower the barriers to communication of time, distance, and cost. The goal of this poster discussion is to discuss how this website can be designed and promoted to most effectively serve the needs of SoTL researchers and educational developers. How can we best encourage contributions to the site? How should the site be organized for easy navigating and location of resources? What categories of projects would be best; early ideas, projects in progress, completed research? Could the site also be used for dissemination of results? What other needs could the portal 151 meet that would further the cause of SoTL? Participants will be able to navigate the pilot site as well as view the background and objectives of the portal. Presenters will be looking for feedback on the developing website. Learning Objectives for the session: -­‐ Participants will learn of a new resource available to them for SoTL research. -­‐ Participants will be able to contribute to the development and design of a tool that can be accessed by them in the near future to assist in SoTL research. Theme: Scholarly Teaching and the Scholarship of Teaching and Learning Audience: Educational Developers; General Keywords: scholarship of teaching and learning, research, database P -­‐8 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium The Ongoing Evolution of a 2nd Year Undergraduate Chemical Biology Inquiry Course -­ A Guided Inquiry Approach to Facilitate Self-­Directed Learning Nancy McKenzie and Paul Berti, Department of Chemistry and Chemical Biology, McMaster University Innovative Practice Track Abstract: A new undergraduate program at McMaster University in chemical biology was launched in 2008 to provide a unique learning experience for those students interested in this interdisciplinary science. Entry into the program occurs in level 2 following the completion of one year in either a life sciences or physical sciences program. Students coming out of level 1 have begun to learn the basics of their chosen discipline, but their ability to access and analyze the scientific literature is essentially zero, and their opportunities to work on transferable skills like group work, oral presentations and writing are very limited in traditional science courses. To address these issues we have developed a term 1 inquiry course as an effective means to not only introduce the students to the field of chemical biology, but also to teach them how to become self-­‐directed learners. Through a series of projects and workshops the students 'learn how to learn' while learning about the fundamental aspects of chemical biology. We use a guided inquiry approach for two-­‐thirds of the course to ensure that the students develop the skills necessary to access and analyze scientific literature, to ask good questions, to collaborate on group projects, and to 152 present their findings in both oral and written form. A transition to self-­‐directed learning occurs in the last third of the course, where the students work independently on a final project of their choosing. Instructors and peer tutors assist the students throughout the learning process. The peer tutors are upper level chemical biology undergraduate students that have already taken the inquiry course. They receive credit for the peer tutoring course, which ensures a high level of commitment and involvement. We have found several advantages to using peer tutors as opposed to teaching assistants in the course. Not only does the new cohort of students have the opportunity to meet upper level students, but more importantly they have positive role models to follow. Students have to obtain permission from the instructors to register for the peer tutoring course, which allows us to choose upper level students we deem most suited for the role. The work presented in this poster will discuss the details of the course and how it has evolved over the past three years and how it will continue to evolve as each year passes. Theme: Transformational Curricular Design Audience: General; Educational Developers Keywords: guided inquiry; self-­directed learning; chemical biology; peer tutors; active learning; transferable skills P -­‐9 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium New Faculty Perceptions of Mentoring: How Graduate School Experiences Influence Their Own Approaches Shannon Gadbois, Psychology, Brandon University; Elizabeth Graham, Sociology, Brandon University Research Track Abstract: Weidman and Stein (2003) argued that knowing about the mores of the profession in which you will be employed will lead to greater success. In the academic profession, mentoring relationships are particularly emphasized. In fact, research (e.g., Schor, 2003; Schrodt, Cawyer, & Sanders, 2003; Sorcinelli & Jung Yun, 2007) has shown that for early career academics, having a mentor who is proactive and supportive is vital to success in the academic context. Furthermore, both individuals and their institutions benefit from effective mentoring. Yet research has also shown that graduate programs are not effective in preparing graduates for their roles, nor are all supervisors also mentors although students expect they will be (e.g., Adams, 2002; 153 Austin, 2002; Gadbois & Graham, 2009; Graham & Gadbois, 2010; Manathunga, 2007). Because they have just completed their time as students, new academics’ can offer some useful insights regarding supervision and mentorship. A unique data source can be found in their ideas and experiences of supervising and/or mentoring their own students, particularly as related to how they, themselves were supervised and mentored. This study examined the reflections of early career Canadian academics regarding their own perceptions and approaches to student supervision and mentoring as related to their own experiences as students. Participants were 27 Canadian early career (within the first five years of their position) academics employed in universities in 5 provinces and in a range of disciplines in both primarily undergraduate and comprehensive universities. All participants volunteered to complete an interview after completing an online survey regarding experiences in graduate training and in the beginning stage of their careers. As a group, these new faculty members perceived that ideally a supervisor would also be a mentor. They perceived that a mentor shares professional and personal experiences, functions as a ësounding board’, provides guidance and advice, and is proactive and helps prepare you for what you are currently doing and what you will do in the future. A majority of these new faculty members reported that their graduate supervisors were not their only mentor or did not function as a mentor. Furthermore, although some participants indicated that they supervised their students in the same way that they were supervised, a majority reported that they consciously made an effort to include mentorship as part of their supervisory role. These outcomes indicate that graduate students’ own experiences of being supervised and/or mentored inform their approaches with their own students. In addition, these individuals knowingly followed or did not follow the approaches they were exposed to as students when they interacted with their own students. These outcomes are discussed recognizing the key limitations that we are examining only these individuals’ perceptions of their experiences with their supervisors and mentors and that we did not obtain an index of the effectiveness of mentorship for these individuals. Theme: Program Level Outcomes and Quality Audience: Educational Developers; General Keywords: new faculty, mentorship, supervision 154 P -­‐10 Room: Biology/Geology Atrium Thursday, 4:30 -­‐ 7:00 pm Examing Academic Success in an Accelerated Schedule Format: The Supercourse Experience! Brent E. Faught, Department of Community Health Sciences, Brock University; Madelyn P. Law, Department of Community Health Sciences, Brock University Research Track Abstract: Introduction: Accelerated university courses and degree programs are increasingly popular by traditional and age mature students. These courses or programs often attract students with enhanced student qualities including superior motivation, excellent study and work habits, and experienced time management skills (Schrum and Hong, 2002; Waschull, 2005). Univerisities and colleges are increasingly providing such accelerated options in attracting new students and maintaining interests in their existing student body. The Faculty of Applied Health Scences at Brock University offered their first accelerated undergraduate class called “Supercourse”. Purpose: The objective of this study was to evaluate the generic outcomes from an accelerated undergraduate course encompassing classroom and online instruction and evaluation. Methods: This epidemiologic investigation incorporated a cross-­‐sectional design in evaluating academic merit and associate factors following an accelerated undergraduate course conducted over two weeks. Supercourse was conducted daily over two weeks (10 instructional days; May 3-­‐17) in an accelerated format compared to the traditional format which is taught once per week, over 8 months. Course content was at the level of Year-­‐1 on health-­‐related content to 89 undergraduate students. Data collection was completed by 74 students (M=28; F=46) with an online survey. Results: Over half the students enrolled were between 18 and 22 years old, while 88% were full time students. Three percent of students were from other institutions and became aware of Supercourse through Facebook and television mediums. Students represented several disciplines including majors from the faculties of Applied Health Sciences (32%), Math/Sciences (19%), Social Sciences (15%), Humanities (15%) and Business (8%). The main reason (60%) for enrolling in an accelerated format was to “complete a course quickly in order to then focus on summer employment opportunities”. Self-­‐reported anxiety level prior to course 155 enrollment ranged, but predominated from minimal to moderate (61%). Majority (82.5%) of students reported “above average to extreme” motivation for enrolling in the Supercourse. Class average was 76.58% (SD=8.5; range=51-­‐90%) at the completion of the Supercourse. Multiple linear regression using a technique of progressive adjustment identified “student’s anticipation of doing well in Supercourse” as the strongest predictor of final grade (R2=0.158; B=4.165; p<0.01) after controlling for age and gender. Current academic average was not a significant predictor of final grade (R2=0.183; B=1.726; p<0.13). Discussion: An accelerated format course attracts students from multiple disciplines with a high degree of motivation. Academic success is largely predicted by anticipation by students as to their self-­‐established expectations and goals. Further investigation should examine the merit of accelerated format courses at the post-­‐
secondary level with respect to achieving both curricular and co-­‐curricular success compared to traditional format learning. Theme: Creative Practices: Teaching, Assessment, and Evaluation Audience: College Educators Special Interest Group; Educational Developers; Administrators; General Keywords: academic success, accelerated schedule format P -­‐11 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Indigenous Based Masters of Social Work Program, Faculty of Social Work, University of Manitoba Indigenous Caucus: M. Hart, Y. Pompana, G. Cook, D. Halonen, G. Gosek, L. Deane, V. Morissette, G. Rowe, Faculty of Social Work, University of Manitoba Innovative Practice Track Abstract: There is an important need for Indigenous social workers to explore Indigenous forms of caring that are applicable to the unique circumstances of Indigenous clients and communities. Indigenous caring is rooted in traditional values, social structures and healing practices of First Peoples. The recovery of these values, practices and structures is a process of healing and decolonization for individuals, families, and communities. In response to comments from a range of sources identifying this need, the concept of a Masters of Social work based in Indigenous Knowledge has been 156 developed, approved in principle, and is moving forward through the post-­‐secondary system. The poster presentation will outline the vision of this program, the themes the program is based upon and the proposed journey required for completing this degree. Theme: Innovation with Technology Audience: General Keywords: aboriginal peoples, indigenous, social work, blended learning, experiential learning P -­‐12 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Situational Leadership and the Teaching Practicum: A Narrative David C. Young, Faculty of Education, St. Francis Xavier University Innovative Practice Track Abstract: In Bachelor of Education degree programs the student teaching practicum, in which preservice students are paired with a cooperating teacher (CT) in a school setting, is viewed as an extremely important component of teacher training. Not only does the practicum fulfill degree as well as teacher certification requirements, but it also provides preservice teachers an opportunity to apply what they have learned through their coursework in a classroom, often under the watchful eye of an experienced CT. Although teacher education programs attempt to provide cooperating teachers with a bank of foundational knowledge regarding how to supervise student teachers, in most scenarios it often appears that the CT is left to “learn” the art of supervision in isolation, with little or no induction. Thus, the approach adopted by cooperating teachers is often haphazard and unstructured. For instance, some cooperating teachers prematurely delegate responsibility to the intern, while others never actually allow the student teacher an opportunity to assume control of the classroom. In both instances, the inevitable and adverse result is the practicum does not afford the intern the opportunity to improve his or her instructional abilities. This is problematic, in that if we hope to offer student teachers a meaningful placement in a school, cooperating teachers should be equipped with some type of theoretical or practical vehicle to guide their supervision of the practicum. Although there are a myriad of leadership theories, what will ultimately 157 be presented in this poster session is that Paul Hershey and Kenneth Blanchard’s situational leadership theory, originally conceived in 1972, is an ideal model for cooperating teachers to employ when supervising a student teaching practicum. According to Hershey and Blanchard’s model, leadership style varies depending on the people and the situation. Certainly, the teaching practicum is a fluid process, and thus the style and amount of leadership provided by the CT must vary depending on the maturity level of the student teacher. Thus, at the commencement of the practicum, we might expect to see a great degree of leadership exerted by the CT, while it is hoped that at the conclusion of the placement, the leadership of the CT has waned. As a note, the genesis for this poster session has stemmed from, and in large measure, will be derived from the author’s own student teaching internship, in which situational leadership was applied by the cooperating teacher as a means of facilitating growth and competency in this aspiring educator. In borrowing from the work of Clandinin and Connelly, as well as others, the approach will be that of a narrative, in which the poster will “tell the story” of how situational leadership is a most cogent means of facilitating a practicum. Theme: Institutional Leadership of Teaching and Learning Audience: General Keywords: situational leadership; cooperating teacher; student teaching practicum P -­‐13 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Efficacy of online learning -­ comparison between online and on-­
campus physiology students' experience N. Kee, Department of Physiology, University of Toronto; S. Matthews, Department of Physiology & Departments of Medicine and Obstetrics and Gynaecology, University of Toronto; C. Perumalla, Department of Physiology & Division of Teaching Laboratories, University of Toronto Research Track Abstract: Many traditional colleges and universities now offer online courses. Online courses offer several advantages over traditional courses. Moreover, with the explosion of user-­‐friendly computer technology and availability of digital media, the time is right for the development and delivery of online courses. The Human Physiology online course offered by the Department of Physiology at the University of Toronto 158 (www.physiology.utoronto.ca) offers a quality online learning experience and promotes flexibility to its students in terms of time and location, allowing self-­‐
directed learning within a semi-­‐structured frame-­‐work. The online course population has expanded, including a more heterogeneous group of students. In addition to the traditional pre or current healthcare professionals (post-­‐secondary students), there are now international students, working adults seeking career advancements, teachers and even those just taking the course for personal interest. The course aims to use web tools to support and increase accessibility for all of these educationally and socially diverse students. Course material for students consists of 51 didactic lectures delivered in a video format (available to students for 24 hours, each day of the week for streaming) and a virtual lab experience. There are several sources of course support for students such as a 24/7 discussion board that is monitored by instructors and teaching assistants (an academic and peer support network), virtual tutorials with a teaching assistant (java applet chat) and instructors are always available to students by email. Frequent online quizzes were another feature that was very effective in both enhancing learning experience and improving student performance. Analysis of student data, student surveys and course evaluations from the online course suggested it was just as, if not more, effective than the in-­‐class course equivalent. The framework of this course can be easily adapted in creating an online course in any post-­‐secondary discipline. Theme: Innovation with Technology Audience: General Keywords: online human physiology course P -­‐14 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Giving voice to the experience of rural preceptorship: A photovoice project Olive Yonge, Faculty of Nursing, University of Alberta; Florence Myrick, Faculty of Nursing, University of Alberta; Linda Ferguson, College of Nursing, University of Saskatchewan; Quinn Grundy, School of Nursing, University of California, San Francisco; James Cockell, Faculty of Nursing, University of Alberta Research Track 159 Abstract: Paradoxically, the challenges that face rural nursing such as isolation, lack of updated resources and a unique community structure may become assets to student learning and provide a rich variety of learning experiences. Because preceptorship is increasingly viewed as a tool for recruitment to underserved areas, clinicians and faculty alike are motivated to ensure quality preceptorship experiences in rural areas. The goal of this research project is to capture the experience of rurality during preceptorship through photography. The design of this research project was photovoice, a participatory research design which gives voice through storytelling and pictures, to the experience of rural. The aim of this project is to examine the nature of the experience of preceptorship in the rural setting through student, faculty, and preceptor narratives and photographs which in turn will give credibility to rural nursing practice. Digital cameras were given to preceptors and fourth year nursing students in five sites in Saskatchewan and Alberta in western Canada. This poster outlines key themes from participants’ photographs and narratives that speak to their perceptions of what it means to learn, teach and nurse in rural settings. The themes included: the uniqueness and diversity of the rural landscape; constant engagement with the community both professionally and personally; learning and teaching; and the importance of teamwork to the rural setting. The results have important implications for informing participant action to institute change to support student preceptorship experiences in the rural setting. The engagement of the students and preceptors in this project was intense and dynamic and extremely rewarding for the researchers. Theme: Diversity and Inclusive Practice in Higher Education Audience: General Keywords: preceptorship, rural nursing, teaching and learning, photovoice P -­‐15 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Bloom's Affective Domain and the Formation of Professional Identity in Clinical Education Settings Eric Kristensen, Teaching and Learning Centre, Capilano University Innovative Practice Track 160 Abstract: In 1964, Krathwohl, Bloom and Masia published their book, Taxonomy of Educational Objectives, the Classification of Educational Goals -­-­ Handbook II: Affective Domain. Though it followed Bloom's widely-­‐known work on the cognitive domain, the affective domain has received little attention until recently. Their work on the affective domain provides a useful tool to understand how a student learns professional attitudes and values, particularly in clinical education settings. Kolb's principles of adult learning help to understand a student’s predisposition for learning; Perry's intellectual and ethical development scheme helps us understand students’ epistemologies. The poster will provide a conceptual model for using these tools in concert to help faculty understand their students' progress towards professional identity formation and to help solve problems and issues before they become serious impediments to professional practice. Theme: Scholarly Teaching and the Scholarship of Teaching and Learning Audience: Educational Developers Keywords: clinical education, affective domain, professionalism, professional identity formation P -­‐16 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Convenience and conversation: A comparison of approaches to peer reviews Lori Goff, Centre for Leadership in Learning, McMaster University; Michael Chong, Arts and Science, McMaster University; Kimberly Dej, Life Sciences, McMaster University Innovative Practice Track Abstract: Including peer reviewed writing assignments in large classes can be daunting especially when resources for marking assistance are tight. But with new technologies surfacing, we are at a point of tremendous opportunity to include assignments that aim to improve students writing skills, even in large classes. In this poster, we compare benefits and challenges of two delivery methods for peer reviewed writing assignments: 1) the technology-­‐based double-­‐blind method and 2) the tutorial-­‐based, face-­‐to-­‐face method. We have used peer-­‐reviewed writing assignments in several large science classes comprised of 350 to 500 students. To 161 simulate the double-­‐blind peer-­‐review process used for journal article submissions, we employed the use of the Calibrated Peer Review (CPR). CPR is an online program that requires students to enter their written work, practice marking three exemplars constructed by the instructor, blindly peer review three random peer-­‐submitted assignments, and finally self-­‐evaluate their own assignment. In other offerings of these courses we have used face-­‐to-­‐face peer exchanges of work in tutorial settings to engage students in providing feedback to their peers. Through surveys, focus groups, and written reflections, we gathered data from over 300 students and two instructors in two offerings of two different 2nd-­‐year courses. In this poster, we report the perceived challenges and benefits of using each of these methods in large classes. While the face-­‐to-­‐face method ran smoother and encountered fewer technical issues, the majority of students indicated that it was the practice of editing and revising that was most helpful, regardless of the delivery method. Many students requested that more opportunities for peer review be embedded in writing assignments. Thus, instructors may want to consider implementing a series of peer reviews as part of an assignment, perhaps using a face-­‐
to-­‐face process in a tutorial setting in tandem with a double-­‐blind online system. Theme: Innovation with Technology Audience: College Educators Special Interest Group; Writing Centre Special Interest Group Keywords: writing, peer review, online, face-­to-­face, large classes P -­‐17 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Teaching the Art of Taking Patients' Perspectives: Interprofessional Health Seminars Ulrich Teucher, Psychology, University of Saskatchewan; Marcel D'Eon, College of Medicine, University of Saskatchewan Innovative Practice Track Abstract: By far the most significant motivation that students commonly note when applying for professional training in the field of health is the desire to help people, usually substantiated by volunteer experiences with patients in health care settings. Yet, it seems that after only a few academic terms of inundation with biomedical data and depersonalized case studies, students’ emphasis has shifted to specialized symptom-­‐
162 oriented problem solving, with some even suggesting that personal patient care be delegated to patient support groups. This disparity has long been noted. From the patients’ perspective, we are becoming well-­‐trained professionals in curing patients but we have lost sight of caring (e.g., Stone 1990, Kuhl 2002, Charon 2006, Divinsky 2007). In the last twenty years, concerted efforts have been made to raise medical students’ “narrative competence,” for example, in “narrative medicine” seminars that promote taking the perspectives of our patients. But the problems of perspective-­‐taking do not only pertain to medical students; they occur in all health professions. Our poster reports on a monthly interprofessional seminar series that has been introducing students from nursing, nutrition, medicine, and pharmacy to patients’ perspectives. Typically, these two-­‐hour long seminars begin with written patient narratives, patient art, case studies, or patient presentations/panels and a discussion. This is followed by an invitation to students to give voice and form to their own experiences by writing and/or discussing in small groups. The students have been very engaged and have found the seminars quite worthwhile. The poster will feature teaching pedagogy, details of the seminars, and our evaluation findings. Theme: Experiential Learning Audience: General Keywords: patient perspectives, art, teaching, interprofessional P -­‐18 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Peer Evaluation: What do Physical Therapy Students Think? V. Dal Bello-­Haas, School of Physical Therapy, University of Saskatchewan; L. Harrision, School of Physical Therapy, University of Saskatchewan; R. Kanthan, Department of Pathology and Laboratory Medicine, University of Saskatchewan Research Track Abstract: Purpose/Rationale: Peer evaluation, an evaluation method in which individuals evaluate each other according to certain criteria, is often used in physiotherapy curricula as a method of evaluation. However, very little is known about the use of peer evaluation in physical therapy programs. The purposes of this study were to: (1) examine the perceptions of physical therapy students regarding peer evaluation; 163 and, (2) determine whether the format of a peer evaluation grading rubric plays a role in how students evaluate their peers. Relevance: Peer evaluation has been shown to promote independent, reflective, and critical thinking (Somervell, 1993), to enhance student motivation via participation in assessment (Michaelsen, 1992), and to encourage students to take responsibility (Rafiq & Fullerton, 1996). Through assessing the work of others, students gain insight into their own performance, and develop the ability to make judgments, a necessary skill for academic studies and professional life (Brown, Rust and Gibbs, 1994). Materials and Methods: First year students enrolled in a Master of Physical Therapy (MPT) program completed a questionnaire consisting of demographics, open-­‐ended questions and rating scales (VAS, 0% to 100%) regarding their perceptions about peer evaluation. The questionnaire was examined for face and content validity. After being oriented into the concept of peer evaluation in general and to the use of grading rubrics specifically, students were randomly assigned to use one of two grading rubrics (descriptor only versus grade only rubric) in two courses that incorporated peer evaluation. Analysis: Open-­‐ended questions were analyzed using thematic analysis, descriptive statistics were used to examine the demographic and rating scale data, and a Mann-­‐
Whitney U test was used to evaluate whether the type of grading rubric used resulted in differences in grading by student groups. Results: Thirty-­‐one females and 7 males (mean age = 23.5, SD = 1.7) participated. A majority (81.6%) of students had completed peer evaluations previously. Positive aspects of peer evaluation included receiving feedback from a colleague/different perspective (e.g., not just instructor’s), having a different type of evaluation utilized in the course (e.g., variety of methods), decreased anxiety related to evaluation, and being evaluated by someone at same level of learning/who understands scope and time involved with the assignment. Being evaluated by someone who is not knowledgeable, not an expert, or doesn’t understand the criteria, receiving evaluations that are not honest or reflective of performance (e.g., graded too low because of competition or personal dislike; leniency because of friendship or peer pressure to grade high), lack of seriousness or effort by peers, and subjectiveness/personal comparisons were seen as negative aspects of peer evaluation. There were no significant differences in the overall evaluations given to a peer, regardless of whether students used a descriptor only rubric (n = 21) or a grade only rubric (n = 17). Students tended to use only the top two grading selections for the very large majority of grading criteria, regardless of group assignment and regardless of course. Conclusions: Type of grading rubric made no difference in how students evaluated their peers in two MPT courses. Peer evaluations from students’ perspectives can have many positive and negative aspects. More research is needed to determine what can be done to ensure the peer evaluation process is meaningful to MPT students completing and receiving peer evaluations. 164 Theme: Creative Practices: Teaching, Assessment, and Evaluation Audience: General Keywords: peer evaluation, physical therapy students, grading rubric P -­‐19 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium To List-­serv or Not to List-­Serv Douglas Reid, Queen's University; Denise Stockley, Queen's University; Loretta Walz, Queen's University Research Track Abstract: There is a growing consensus that online communication is becoming more prevalent and important to student networking, than communicating face-­‐to-­‐face (Heiberger and Harper, 2008). Social networking applications: commonly referred to as Web 2.0 applications: have become influential factors in how students communicate. For instance, The Higher Education Research Institute found that a staggering 94% of first year students spent at least 1-­‐5 hours per week online social networking sites such as Facebook or MySpace (HERI, 2007). In an effort to capitalize on this latest trend, the use of social networking sites like Facebook, Blogger or most recently micro-­‐blogging on Twitter are becoming more widely used in formal learning settings like colleges, universities and work environments. However, including social networking/social media components in higher education/professional settings is still a hotly contested subject amongst academics and employers. In terms of the listserv, some still defend it as a necessary form of communication in academia. It is less public than social networking sites, an attribute which is sometimes seen as more suitable for academic discussions. In fact, the number of subscribers to list-­‐servs is actually rising. What hasn’t been rising however is the number of postings on list-­‐servs: these numbers have steadily declined since 2000. Scholarly email like list-­‐servs have all but lost the debate aspect they were known for in the ë90s. Perhaps this is indicative of how list-­‐servs are being used. Where they were once communities for discussion, they are now used primarily for posting information and announcements, such as job ads or upcoming conferences (Young, 2009). The community has moved on: or has it? Young (2009) points out that while the current listserv is less likely to contain the spirited debates that once thrived 165 there “[a]dministrators at some of the largest academic list-­‐servs say they are beginning to upgrade their services for the Web 2.0 era” (2009). It seems that the listserv is changing, but won’t necessarily disappear. Young further postulates that, “perhaps e-­‐mail lists will occupy a space like radios did in the television age, sticking around but fading to the background. Although people are fond of declaring the death of e-­‐mail in general, it remains a key tool that just about everyone opens every day. As long as that's true, the trusty e-­‐mail list will be valuable to scholars of all stripes.” This presentation provides an overview of survey results of 233 users of an online strategy list-­‐serv who provided feedback on their use of the list-­‐serv and interests in communicating online in general. This list-­‐serv provides an avenue for alumni of a strategy course an opportunity to continue to gain professional experience after graduating. The data was surprising in many ways as overall the users did not want to leave the email format for newer technologies. Within this session we will discuss the participant’s responses to the questions, we will have a more general discussion on the use of different communication tools and the importance of listening to the users before changing technological platforms. Theme: Innovation with Technology Audience: General Keywords: list-­serv, innovation, communication, web 2.0 P -­‐20 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Creative Assessment: The Use of Rubrics in a Fine Arts Setting Jessie Beatty, Department of English Language and Literature, University of Windsor Innovative Practice Track Abstract: Learning Objectives: Participants in this session will: 1. Discover that creative writing courses may need a better system for assessment. 2. Find that the use of rubrics can be an effective tool to assess creative writing pieces. 3. Be presented with the idea that the practices suggested in the session can be applied to other creative/arts departments. 166 4. Experience how a creative writing course can be aligned with the principles of authentic assessment. 5. Gain hands-­‐on experience with the use of assessment tools with non-­‐traditional assessment material. As assessment practices move forward and become increasingly demanding, the scope for diversity and creativity in written work seems to shrink. Creative writing students are often given little to no information on how their work is graded for fear that such foreknowledge will pigeon-­‐hole them and therefore staunch their creativity. However, is it fair to then assess student writing when the students have no clear idea of the criteria? Teachers of creative writing courses are challenged with providing opportunities for messy and often indefinable work to their students, and yet they must still be responsible for providing a summative grade that is meaningful; representative of a particular student’s achievement. Is it possible to reconcile the institutional demands of summative assessment in undergraduate creative writing courses while maintaining opportunities for complexity and depth in student writing? In this poster session I will present various forms of creative writing assessment tasks that align with the principles of authentic assessment, demonstrating the flexibility available to assessors of creative work. Alongside those tasks I will offer multiple rubrics that will demonstrate various ways to grade the same work. Convention-­‐goers who choose to participate in my session will play with writing assessment by reading a short creative piece and assigning it a grade based on three different sets of criteria ranging from fairly open to quite specific, including one set that will consist of no criteria at all. Participants will then write short comments on why they chose the grade they did, as a means of contributing to the overall conversation of the session. My overall goal is to offer participants the opportunity to experience the effect of varying methods of assessment on creative work and, ideally, allow them to appreciate the overall benefit of specificity in tools designed to assess creative writing. Session Description: I intend to have paper handouts and visual aids on a poster board that will lead to direct participation with those attending the session; the results of that participation will be posted immediately and provide opportunities for further discussion and exploration of the topic. Theme: Creative Practices: Teaching, Assessment, and Evaluation Audience: College Educators Special Interest Group Keywords: assessment practices; writing instruction; creative writing; authentic assessment; institutional vs. individual 167 P -­‐21 Room: Biology/Geology Atrium Thursday, 4:30 -­‐ 7:00 pm Social Theory in Action: Using Embodied Learning to Teach Disability Theory in the Post-­Secondary Classroom Elizabeth Quinlan & Desiree Nelson, Department of Sociology, University of Saskatchewan Research Track Abstract: Critical social theory takes disability to be difference not deviance. But, how is it possible to teach students in a post-­‐secondary education classroom about disability so that the relevant critical social theory is not simply a set of discrete, abstract concepts? The personal and political identity of people with disabilities has changed, such that they now define themselves as a distinctive culture. The differently-­‐abled have assumed a ëdisability pride’ and embrace their disability as a quintessential element of their identity. How is it possible to encourage students to consider disability as a social justice issue and appreciate this recent activism of the differently-­‐abled? This poster reports on the use of embodied learning techniques to teach students about disability in a Social Inequality and Health 3rd year sociology course. Embodied learning activities were undertaken to promote students’ empathy and cultivate the moral dimensions of their humanness with the aim of deepening their understanding of the social theory on disability. Students were surveyed after the course. This poster will include a sharing of the survey results and the reflections of students and a professor to critically examine an inventive method for teaching theory through action. Theme: Experiential Learning Audience: General Keywords: embodied learning, social theory, disability 168 P -­‐22 Room: Biology/Geology Atrium Thursday, 4:30 -­‐ 7:00 pm Continuing the Conversation in Saskatoon: The Canadian Journal for the Scholarship of Teaching and Learning Allen Pearson, The Faculty of Education, The University of Western Ontario; Ken N. Meadows, Teaching and Learning Services, The University of Western Ontario; Dianne Bateman, Academic Development Centre, Champlain St.Lambert College; Dieter Schonwetter, Faculty of Dentistry, The University of Manitoba; John Thompson, Sociology, The University of Saskatchewan Research Track Abstract: At the 2009 and 2010 STLHE conferences, a panel of editorial board members of The Canadian Journal for the Scholarship of Teaching and Learning / La revue canadienne sur l'avancement des connaissances en enseignement et en apprentissage convened to discuss the journal. We continue the tradition by continuing the conversation in Saskatoon. Our poster session will showcase the journal and the high quality articles we publish as well as provide an opportunity for you to discuss with our editorial board members any aspect of the submission, review, and/or editorial processes that interest you. Visit our poster and learn more about your journal, ask questions, and/or make suggestions. Theme: Scholarly Teaching and the Scholarship of Teaching and Learning Audience: General; Administrators; Educational Developers Keywords: the Canadian Journal for the Scholarship of Teaching and Learning, scholarship of teaching and learning, publications P -­‐23 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Discovery, Integration, Communication, and Engagement: Learning through scaffolding in a field-­based undergraduate course in Renewable Resource Management Thomas Yates, Department of Soil Science, University of Saskatchewan Innovative Practice Track 169 Abstract: Renewable Resource Management is an applied science degree program that addresses the growing demand for students trained in sustainable land management. A field-­‐based course, RRM 301 is a program cornerstone that encapsulates the innovative learning nature of the program. Through experiential learning and field-­‐
based experiences the course develops critical thinking and technical skills among students. Challenging typical University scheduling, RRM 301 is a nine credit unit course where students spend 20 days in the outdoors. Longer than typical field-­‐
based courses, RRM 301offers a unique opportunity to provide the student with an experience where they can make discoveries, integrate and communicate these discoveries, and engage with the local community. The result is a course with many and varied learning outcomes that require teaching methods that move the student from guided learning, where they are dependent upon the instructor, toward a self directed project where they work with a high degree of independence. This is achieved by staged learning modules of increasing complexity. At each stage a skill is demonstrated by the instructor and used by the student alongside skills acquired in previous stages to complete an exercise. The experience is supported by a course manual that provides instruction and reflection for each stage in the process. At the end of this process the students execute a group mapping project on a 50 hectare land area with minimal supervision. A review of the literature indicates that this course format is similar to the teaching of higher-­‐level cognitive strategies using scaffolds (Rosenshine and Meister, 1992). The authors define scaffolds as methods used to support a student’s learning between what they are currently able to do and the ability they are attempting to acquire. Similar to a scaffold framework, field skills taught in RRM 301 are first modeled and supported by prompts (either written or verbal). In addition, course material is initially simple and introduced in small steps, but gradually becomes more complex. Students working in small groups are asked to demonstrate findings to other students and the instructor. Scaffolds are temporary. The instructor removes the support as students master the skill leading to independent practice. During the last 10 days of RRM 301 support diminishes leaving the students to work in groups to complete the mapping exercise with little reliance on instructors. Evaluation of course content and student experience has currently been limited to Peer Evaluation of Classroom Performance (PECP) and Student Evaluation of Educational Quality (SEEQ). Although these evaluations have been very positive, the author recognizes some weakness in the course around successful achievement of all learning outcomes particularly the post-­‐field experience when students complete their group map and individual reports. A more systematic use of scaffolds may improve the successful achievement of learning outcomes and provide a better frame work for evaluation, both of the student and the course. Theme: Experiential Learning Audience: General 170 Keywords: experiential learning, scaffolds, field-­based, discovery, integration, communication, engagement, self-­direction, renewable resource management P -­‐24 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Supporting Instructional Renovation Sheryl Mills, Gwenna Moss Centre for Teaching Effectiveness, University of Saskatchewan Organizational Change Track Abstract: “What personal, contextual, and innovation-­‐related forces act on the integration of active learning (and other high impact practices) into the traditional signature pedagogies of university tenured faculty?” In my own research I discovered that integrating active learning–and developing unique personal signature pedagogies–
occurs quietly over time in a benignly neutral environment as troubling and persistent student-­‐learning needs met with timely resonating active learning solutions. Active learning aligned with participants’ personal and professional beliefs about student capabilities, effective instruction, and college signature pedagogies. Rather than “change,” instructional methods were gently “renovated” as participants experimented with solutions to address these needs. Participants in this study identified supportive faculty development; student enthusiasm and engagement; policy that neither encouraged nor discouraged active learning; and being aware of the benefits of active learning as driving forces. Restraining forces included: unsupportive or negative students and peers; a lack of alignment between stated organizational values and enacted values regarding rewards; and time constraints. Active learning was thought to be effective, but was also perceived to be complex, difficult to try and assess, and too dissimilar from other instructional methods to integrate easily. Interestingly, even though participants were aware of the research supporting active learning, they felt they needed more evidence. High impact educational practices, evidence-­‐based instructional practices ... We know what supports learning, but how do we get things that work into curriculum programs and ultimately into university classrooms? Findings from my research suggested that that the following initiatives may increase the likelihood of instructional renovation: 171 • Provide instructional coaching; • Suggest instructional methods which are clearly linked with signature pedagogies, student-­‐learning needs, and instructional problems; • Showcase small manageable ways in which active learning can be easily and comfortably integrated in undergraduate classes; • Encourage students to interact positively with faculty as often as possible; • Prominently profile student stories of engaging instructional activities; • Clearly align stated organizational values with enacted values and the formal reward structure. Around this poster we'll focus on how to increase driving forces and decrease restraining forces to increase the potential for organizational change. With a "what works" focus, we'll generate and share ideas that support and sustain instructional renovation. Theme: Institutional Leadership of Teaching and Learning Audience: Educational Developers; Administrators Keywords: evidence-­based instructional practices, change P -­‐25 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Real People, Deep Learning: Negotiating Necessary Tensions with Colleagues, Learners, and Institutional Policies in Service-­Based and Problem-­Based Learning Gail Frost, Physical Education and Kinesiology, Brock University; Maureen Connolly , Physical Education and Kinesiology, Brock University Innovative Practice Track Abstract: Our subject matter and professional standards of practice require practical and applied knowledge and skills involving interaction with, assessment of, programming for and monitoring of humans–real people with real bodies, engaging in real life activity. Our project involves developing learning experiences based in problem-­‐
based and/or service-­‐ based learning which allow students to work with real people within the context and parameters of the course assignments. Further, we plan to track, analyze, and reflect upon the students’ engagements with their "clients" and provide evidence, insight, suggestions and recommendations that will contribute to 172 the development and refinement of instruction, assessment and curriculum planning. We plan to use our own courses as action research sites for our project, and to that end, we have begun our own processes of re-­‐imagining the content, instructional strategies, technology components, and forms of assessment. We have begun the process of applying for research ethics approval to use student work and student interviews in our analysis, and we have begun to experience more amplified "push back" from colleagues and learners alike. While resistance to change is not an unexpected response to an interruption in habitual and familiar teaching and learning patterns, the particular forms of resistance and the tensions they build have been as intriguing as they are distressing. The poster will illustrate some of our proposed methods including assessment tools (Kolb Learning Styles Inventory (LSI), Approaches and Study Skills Inventory for Students (ASSIST) and journal writing), and strategies to teach and encourage critical reflection about the interactions between our students and their "clients". We will attempt to describe and present the resistances and tensions, placing them against the research of Freire (1987), and Entwistle (2009), and invite conference participants to discuss similar and / or different experiences in their own practice and context. We hope to generate / identify strategies to anticipate and respond to these (perhaps necessary?) resistances and tensions, such that many forms of teaching and learning can be given room to breathe, move and thrive in contexts of higher education. Theme: Experiential Learning Audience: General Keywords: deep learning, resistance to liberatory curriculum, service -­based learning, problem-­based learning, necessary tensions, student engagement P -­‐26 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Modeling Teaching for Inclusivity and Diversity through an Open Door Program Maureen Reed, Psychology , Learning and Teaching Office, Ryerson University; Dalia Hanna, Learning and Teaching Office, Ryerson University; John Paul Foxe, Learning and Teaching Office, Ryerson University Innovative Practice Track 173 Abstract: In Ryerson University’s Open Door Program, university teachers, early in their career, are invited to attend any lecture, studio, or seminar taught by one of Ryerson’s many award-­‐winning teachers. The primary goal of this program is to enhance teaching practice through the observation of recognized excellent teachers. Furthermore, by opening the doors of communication, this program affords new instructors an opportunity to avail themselves of the assistance of some of Ryerson’s finest teachers, with teaching techniques designed to meet the needs of our diverse student body. The Open Door program at Ryerson University was modeled upon similar successful programs offered at other Canadian Universities. However, the Open Door program at Ryerson is unique in its partnership between our Teaching Awards Program and our Learning and Teaching Office. To date, Ryerson has offered this program in two terms, with approximately 80 newer faculty members joining and sixteen award winners opening their door. This poster will outline the methods used to create the Ryerson program, the partnership between the Awards Committee and the Learning and Teaching Office, unique aspects of the program, how the program has been able to model inclusivity in teaching and teaching to diversity and award winner guidance of the program. In addition, we will discuss plans for our initial evaluation of program outcomes from the newer teachers. Learning Objectives: 1. Present an innovative approach to teaching a diverse student body 2. Demonstrate an improvement in various aspects of teaching through the observation of excellent teachers 3. Outline the efficacy of running an “Open Door Program” 4. Create a conversation about linkages between different learning and teaching programs Theme: Institutional Leadership of Teaching and Learning Audience: General Keywords: innovative practice, teaching improvement, teaching practice, mentoring P -­‐27 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Abroad to Study, Home to Study Again: An Exploratory Study of LL.B Degree Programs in England, Scotland and Australia Andrij Kowalsky, Osgoode Hall Law School, York University and Davies Bagambiire & Associates 174 Research Track Abstract: In March 2007, Convocation of the Law Society of Upper Canada commissioned a Licensing and Accreditation Task Force to review the licensing of new lawyers in Ontario. In its findings, the Task Force identified an emerging trend capable of destabilizing the bar admission process. Foreign-­‐trained LL.B graduates had begun competing for articling positions in Ontario’s overcrowded market. With a yearly 4% spike in candidates chasing articles of clerkship that have not accreted to demand, the gateway to Ontario’s legal profession is narrowing. A tragedy of wasted potential is imminent. The internationalization of common law legal education will influence who becomes a lawyer in Ontario. Diversity and inclusive practice offered by international legal education may engineer a more worldly bar and help circumvent barriers that have excluded certain minorities from law school. An access to justice project that creates more candidates also challenges the viability of articling and the implicit ability of the profession to sustain itself by limiting its ranks. In line with the STLHE’s conference sub-­‐theme of Communities of Practice, Learning Communities: Research Track, this poster will present research findings of an exploratory study of how LL.B programs in England, Scotland and Australia are internationalizing Ontario’s legal education. The poster will present findings on the foreign trained accreditation process in Ontario and outline implications for consumers of foreign LL.B degrees. Interactive visual display of data intends to promote viewer engagement. Theme: Communities of Practice, Learning Communities Audience: General Keywords: legal education, articling, legal profession, exploratory study, P -­‐28 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium New Horizons in Teaching and Learning at Simon Fraser University Christine Kurbis, Teaching and Learning Centre, Simon Fraser University; Stephanie Chu, Teaching and Learning Centre, Simon Fraser University Organizational Change Track 175 Abstract: With a new mandate, leadership, and funding, all signs point to the dawning of a new day for teaching and learning at Simon Fraser University. Reflecting on the past 20+ years of educational and organizational development at Simon Fraser University, there has been considerable latitude in making longitudinal changes in teaching and learning. The journey has been anything but static; always some new, innovative initiative on the horizon. This poster session takes a retrospective look at SFU’s ever-­‐dynamic, ever-­‐changing teaching and learning landscape. We will explore SFU’s many transformations, or “sunsets” and “sunrises” in educational development to demonstrate how the Teaching and Learning Centre continues to re-­‐invent itself and diversify its practice, programs, and policies to better meet the needs of faculty and instructors; and, how it is involving others (i.e., administrators, faculties and departments, teaching support services, and students) now more than ever. We would like to engage our colleagues at other institutions to reflect on and discuss the changing field of educational development. Theme: Institutional Leadership of Teaching and Learning Audience: General Keywords: organizational change, diversification, inclusivity P -­‐29 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Approaches, process and timeline to an Learning Management System (LMS) transition Asim Aziz, Centre for Teaching and Learning, University of Alberta; Christopher Goetz, Centre for Teaching and Learning, University of Alberta; Dave Sun, Centre for Teaching and Learning, University of Alberta; David Laurie, Centre for Teaching and Learning, University of Alberta; Trevor Jones, Centre for Teaching and Learning, University of Alberta Organizational Change Track Abstract: The University of Alberta has been using Blackboard Vista (formerly WebCT) as the centrally supported Learning Management System (LMS) since 1998. Due to product 176 change and developments in the LMS market, the university embarked on a review of its LMS offering to the campus. In 2009, an LMS review was conducted by a committee that comprised of representatives from faculties, students, and technical/pedagogical support units. Based on the recommendations of the review and Blackboard's decision to discontinue support for Vista, an LMS evaluation team conducted an evaluation of our top two options (Blackboard Learn 9 and Moodle 2.0). The team recommended the adoption of Moodle 2.0 as the central LMS. Considering that any LMS transition is going to have significant impact on teaching and learning in a university, robust and flexible support processes need to be put in place. The university is approaching this migration as an opportunity to create positive change. With more than 4000 instructors moving to the new LMS, it is important to offer general and personalized training, content migration, and pedagogical consultation. The transition is instructor driven, allowing for just-­‐in-­‐
time pedagogical and technical support provided by the Centre for Teaching and Learning. A pilot project is being conducted in Winter 2011 to inform the transition process about overall stakeholder reception, the technical requirements, support and training needs. An extended pilot will be conducted in Spring/Summer 2011, which will lead to a university-­‐wide implementation. Theme: Innovation with Technology Audience: General Keywords: learning management systems, transition, moodle P -­‐30 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Engaging Students with Clickers in a Distributed Environment: Lessons Learned Kalyani Premkumar, College of Medicine, University of Saskatchewan; Cyril Coupal, Information Technology, University of Saskatchewan; Krista M. Trinder, College of Medicine, University of Saskatchewan; Shiva Shayani-­Majd, College of Medicine, University of Saskatchewan Innovative Practice Track Abstract: 177 Background and Purpose: Students of health professions are increasingly being trained in rural areas. While it is easy to relocate students to remote areas, keeping them engaged while participating in synchronous sessions is a challenge. This study explored the feasibility of using clickers in remote locations and its impact on teaching and learning in a simulated setting. Methodology: Volunteer students (N = 24) synchronously participated in a clicker incorporated seminar either face-­‐to-­‐face, remotely in a group or in remote individual offices. Post-­‐seminar surveys, interviews, and focus groups were conducted to examine student, instructor, and information technology (IT) perspectives of using clickers in a distributed environment. Results: Students perceived clickers to be easy to use and reported that clickers helped them feel more engaged in the session. Students who did not use clickers reported feeling left out by not being able to contribute through the use of a clicker, but thought that clickers helped the instructor understand when additional explanation was required. The instructor reported that because of her awareness of remote students, perceived delivery and preparation time were increased. IT personnel indicated that using clickers was feasible and estimated that it would take more time initially, but having dedicated personnel would decrease the time involved. Conclusions and Discussion: Clickers can serve as a tool for engaging students in remote sites. Although clickers are easy to use by students, the effective use of this technology in educational settings is more complex and time-­‐consuming. It is important to remember that technology is only a teaching and learning tool. Learning is enhanced only if pedagogy takes first place and technology second. Theme: Innovation with Technology Audience: General Keywords: active learning, distributed education, student response systems, clickers P -­‐31 Thursday, 4:30 -­‐ 7:00 pm Room: Biology/Geology Atrium Online courses = higher marks? Cyril Coupal, Information Technology, University of Saskatchewan; Kalyani Premkumar College of Medicine, University of Saskatchewan; Krista M. Trinder College of Medicine, University of Saskatchewan; Luke Coupal University of Saskatchewan 178 Research Track Abstract: Background and Purpose: Online learning is common amongst all levels of undergraduate education, including the health sciences. The purpose of this study was to investigate whether students and faculty perceive that it is easier to get higher marks in online courses compared to face to face (F2F) courses and if this is supported by differences in grades. Methodology: Students who had enrolled in at least one online course (N = 533) completed an online survey assessing perceptions of online and F2F courses. Instructors (N = 12) were interviewed regarding their experiences teaching and perceptions of online and F2F courses. As well, final grades from courses that have been offered both online and F2F were compared using an independent samples t-­‐
test. Results: Overall, 45% of students indicated that they did not believe it was easier to get a higher grade in an online course; 27% thought it was; while 28% were not sure. As well, instructors did not perceive that it was easier to get higher grades in online courses. Preliminary analyses comparing online (M = 70.84, SD = 17.36) and F2F (M = 69.51, SD = 15.26) final grades revealed a statistically significant difference, where grades were higher for online courses (t(11332) = 2.16, p = .03, 95% CI = -­‐2.53, -­‐.12). Conclusions and Discussion: Although students and instructors did not perceive that it was easier to get higher grades in online courses, differences in final grades were statistically significant. However, the 1% difference in final grades may not have been of significance to students. Further research is required to investigate whether results are similar for courses in specific departments and at other educational institutes. Theme: Program Level Outcomes and Quality Audience: General Keywords: online learning, undergraduate education, face to face learning 179 Friday June 17
7:30 am - 3:45 pm Registration
Murray Building (first floor - main
foyer)
7:30 am - 8:30 am Breakfast
Arts Building
8:30 am - 9:20 am Concurrent Sessions 4
Arts Building
9:30 am - 10:20 am Concurrent Sessions 5
Arts Building
10:20 am – 11 am
Nutrition Break
Arts Building
11 am - 12 noon
Alan Blizzard Presentation
Arts 143
12 pm - 1:30 pm
Lunch
Outside in the Bowl
1:30 pm - 2:20 pm Concurrent Sessions 6
Arts Building
2:30 pm - 3:20 pm Concurrent Sessions 7
Arts Building
3:20 pm - 4 pm
Nutrition Break
Arts Building
4 pm - 4:50 pm
Concurrent Sessions 8
Arts Building
5:30 pm - 9:30 pm Banquet
Western Development Museum
(off campus)
180 Concurrent Session Four
Friday, June 17, 8:30 – 9:20 am
C4-1a
8:30 - 8:55 am
Room: Arts 102
Voices of student teachers as they 'journey' in/through practice teaching
Mago Maila, Department of Teacher Education, University of South Africa
________________________________________________________________________
C4-1b
8:55 - 9:20 am
Room: Arts102
Beyond surveillance and supervision in the field: A self-study of the role of a faculty
advisor in mathematics teacher education
Kathleen Nolan, Faculty of Education, University of Regina
________________________________________________________________________
C4-2a
8:30 - 8:55 am
Room: Arts 211
Asynchronous online interprofessional problem-based learning
Natasha L. Hubbard Murdoch, Nursing Division, Saskatchewan Institute of Applied
Science and Technology; Darlene J. Scott, Nursing Division, Saskatchewan Institute of
Applied Science and Technology
________________________________________________________________________
C4-2b
8:55 - 9:20 am
Room: Arts 211
Student perceptions of the effectiveness of a virtual learning space to foster clinical
decision making in nursing
Beryl McEwan, School of Health, Charles Darwin University; Gylo Hercelinskyj,
School of Health, Charles Darwin University
________________________________________________________________________
C4-3
8:30 - 9:20 am
Room: Arts 101
Online Tools for Engaging Undergraduate Business Students
Wallace Lockhart, Faculty of Business Administration, University of Regina
________________________________________________________________________
181 C4-4
8:30 - 9:20 am
Room: Arts 104
Creating an Inclusive Learning Environment to Support Spiritual Exploration: The
T.R.U.S.T. Model as an Innovative Pedagogical Approach
Karen Scott Barss, Nursing Division, Saskatchewan Institute of Applied Science &
Technology (SIAST)
________________________________________________________________________
C4-5
8:30 - 9:20 am
Room: Arts 106
Enhancing Student Engagement in Applied Science Courses: A Case Study in
Computer Science
Deborah Kiceniuk, Centre for Learning and Teaching, Dalhousie University; Connie
Adsett, Faculty of Computer Science, Dalhousie University; Alex Brosky, Faculty of
Computer Science, Dalhousie University; Bonnie MacKay, Faculty of Computer
Science, Dalhousie University; Julie Lalande, Office of Institutional Analysis and
Research, Dalhousie University; Janice Fuller,. Centre for Learning and Teaching,
Dalhousie University
________________________________________________________________________
C4-6
8:30 - 9:20 am
Room: Arts 108
Integrating teaching and research … in a course … a program … an institution:
Lessons learned at the University of Alberta
Connie K. Varnhagen, University of Alberta; Olive Yonge, University of Alberta; Frank
Robinson, University of Alberta
________________________________________________________________________
C4-7
8:30 - 9:20 am
Room: Arts 214
Identifying and Overcoming Barriers to Accessible Education
Beth Marquis, Centre for Leadership in Learning; Susan Baptiste, School of
Rehabilitation Science; Carolyn Chuong, School of Rehabilitation Science; Nikita
D’Souza, School of Rehabilitation Science; Ann Fudge-Schormans, School of Social
Work; Lauren Gienow, School of Rehabilitation Science; Sarah Gruszecki, School of
Rehabilitation Science; Anju Joshi, Health, Aging & Society; Bonny Jung, School of
Rehabilitation Science; Leona Pereira, School of Rehabilitation Science ;Ashleigh
Robbins, School of Rehabilitation Science; Elizabeth Steggles, School of
Rehabilitation Science; Susan Vajoczki, Centre for Leadership in Learning; Robert
Wilton, School of Geography & Earth Sciences. *All authors are affiliated with
McMaster University
182 ________________________________________________________________________
C4-8
8:30 - 9:20 am
Room: Arts 210
The Unbounded Classroom: Using technology to extend the traditional classroom
and learning community, mode of expression, and publishing venue
Marc Spooner, Faculty of Education, University of Regina
________________________________________________________________________
C4-9
8:30 - 9:20 am
Room: Arts 109
Re-envisioning the support of teaching and learning in a comprehensive University
Cheryl Amundsen, Faculty of Education, Simon Fraser University; Stephanie Chu,
Teaching and Learning Centre, Simon Fraser University
________________________________________________________________________
C4-10
8:30 - 9:20 am
Room: Arts 105
Feedback for Effective Learning
Candide Sloboda, Faculty of Nursing, University of Alberta
________________________________________________________________________
C4-11
8:30 - 9:20 am
Room: Arts 217
Establishing Writing Groups in Large First-Year Courses
Liv Marken, University Learning Centre, University of Saskatchewan; Fran Walley,
College of Agriculture and Bioresources, University of Saskatchewan; Natalie Ludlow,
Department of Geography, University of Saskatchewan; Stan Yu, University Learning
Centre, University of Saskatchewan;Sarah Marcoux, University Learning Centre,
University of Saskatchewan
________________________________________________________________________
183 C4-12
8:30 - 9:20 am
Room: Arts 212
You mean students can EAT in class: Meeting the needs of internationally educated
teachers
Rosalie Pedersen, Teaching and Learning Centre, University of Calgary; Robert
Roughley, Teaching and Learning Centre, University of Calgary
________________________________________________________________________
C4-13
8:30 - 9:20 am
Room: Arts 206
Capitalizing on diversity: a team-based approach to the design, planning and
delivery of an interdisciplinary science program
Carolyn Eyles, Integrated Science Program, McMaster University; Sarah Symons,
Integrated Science Program, McMaster University; Chad Harvey, Integrated Science
Program, McMaster University; Pat Bilan, Integrated Science Program, McMaster
University; David Brock, Integrated Science Program, McMaster University; Andrew
Colgoni, Integrated Science Program, McMaster University; Sarah Robinson,
Integrated Science Program, McMaster University
________________________________________________________________________
C4-14
8:30 - 9:20 am
Room: Arts 200
Reaching our Part-Time Professors: Taking Their Needs into Account
Jovan Groen, Centre for University Teaching, University of Ottawa; Manuel Dias,
Centre for University Teaching, University of Ottawa
________________________________________________________________________
C4-15
8:30 - 9:20 am
Room: Arts 213
Structured Controversy: Uncovering cross-discipline potential in an interactive
classroom strategy
Robin Alison Mueller, Department of Educational Administration, University of
Saskatchewan
________________________________________________________________________
184 Concurrent Session Four
C4-1a
Room: Arts 102
Friday, 8:30 - 8:55 am
Voices of student teachers as they 'journey' in/through practice
teaching
Mago Maila, Department of Teacher Education, University of South Africa
Research Track
Abstract:
Student teachers experience teaching and learning differently. For some the
experience is pleasant, sweet, and prolific, and promises a bright future. But for
some, the experience is unpleasant, frightful and certainly promises failure. For
these two groups of students, their experiences of teaching and learning are a
‘mixed bag’ of a wonderful, but also bad experiences, of a promising career, but
also, uncertain career of teaching and learning. This paper reports on the voices of
student teachers as they experience teaching and learning during their school-based
practice. The conceptual lenses used in the analysis and interpretation of the
findings of the study are, an adaptation of Rabindranath Tagore’s human
capabilities, which include: the ability to think critically, peoples’ ability to see
themselves as not simply citizens of some local region or group, but also, and above
all as human beings tied to all other human beings by ties of recognition and
concern, and the ability to think what it would be like to be in the shoes of a person
different from oneself, and Paulo Freire’s virtues for quality education which
include: humility, courage and tolerance. I conclude the paper by arguing for a
reflexive curricular grounded in situated learning to ensure meaningful student
teachers’ teaching and learning experiences.
Theme: Transformational Curricular Design
Audience: College Educators Special Interest Group
Keywords: reflexivity, curriculum design; quality education; capabilities; virtues;
situated learning
185 C4-1b
Room: Arts102
Friday, 8:55 - 9:20 am
Beyond surveillance and supervision in the field: A self-study of the
role of a faculty advisor in mathematics teacher education
Kathleen Nolan, Faculty of Education, University of Regina
Research Track
Abstract:
Student teachers’ negotiations of theory-practice transitions from university
mathematics curriculum courses to field experience in secondary school classrooms
call for an exploration of multiple modes and models for faculty mentoring and
professional development. The research described in this presentation responds to
this call by exploring the possibilities of a blended real and virtual model for faculty
advising during student teacher field experience. This blended approach includes
‘real’ face-to-face student classroom observations and conferencing that is
frequently associated with traditional models of field experience supervision, as well
as the use of several ‘virtual’ forms of communication (both synchronous and
asynchronous).
The research project described in this presentation was designed as a self-study to
better understand my role as a faculty advisor–how I could make the role more
meaningful to me and, hopefully as a result, more valuable and meaningful to the
student teachers as well. The purpose of the research was two-fold: (1) to create and
sustain a professional development relationship between myself, as course instructor
and faculty advisor, and secondary mathematics interns through the use of multiple
technologies (such as desktop video conferencing, video flip-cameras, online chat
and discussion forums), and (2) to disrupt traditional notions of teacher education
programs as places to ‘train’ and ‘prepare’ teachers, with field experience generally
being viewed as the ‘supervised’ enactment of these preparation techniques. The
research draws on poststructural and socio-cultural theories to challenge and disrupt
the traditional discourses of mathematics teacher education and field experience
and to integrate more reflexive, critical approaches to learning to teach, and
teaching to learn, mathematics (Skovsmose & Borba, 2004; Vithal, 2004). Foucault
provides a framework for exploring the normalized practices and discourses of
schooling as strong forces in shaping teacher identity and agency. This paper draws
on Foucault’s concepts of discourse, power, surveillance, and normalization
(Foucault, 1977; Walshaw, 2010) to analyze the traditionally performed roles of
student teacher, teacher educator, and faculty advisor.
186 Teacher education programs are currently steeped in a technical rational model,
reflected in the normalized use of language such as teacher ‘training’ and
‘preparation’. To challenge the dominant image of teacher education as the ‘place’
where theory makes the transition to practice through teaching tips and techniques,
this research takes critical steps toward reconceptualizing secondary mathematics
teacher education and associated field experiences.
The learning outcomes of this session include audience opportunities:
1) to consider how traditional notions of teacher education field experiences can be
reconceptualized through blended (real and virtual) approaches to faculty
mentoring,
2) to view teacher education through a critical poststructural lens,
3) to reflect on the importance of self-study as a research methodology that connects
the scholarship of teaching, learning and research in higher education.
The format of the presentation will involve the use of presentation slides, as well as
secondary school mathematics classroom video footage.
Theme: Innovation with Technology
Audience: General
Keywords: self-study; mathematics teacher education; field experience; foucault;
technology innovation; faculty advisor
C4-2a
Room: Arts 211
Friday, 8:30 - 8:55 am
Asynchronous online interprofessional problem-based learning
Natasha L. Hubbard Murdoch, Nursing Division, Saskatchewan Institute of Applied
Science and Technology; Darlene J. Scott, Nursing Division, Saskatchewan
Institute of Applied Science and Technology
Research Track
Abstract:
The healthcare concern worldwide is not only regarding the recruitment and
retention of providers, but the appropriate use of each providers' education and skill
level. To meet that end, educational institutions are encouraged to offer
interprofessional experiences which provide opportunities for students to
collaborate while testing the boundaries of their particular scopes of practice. With
187 national endeavours to improve safety and a refocus on family-centered care, an
opportunity exists for unique interprofessional partnerships to facilitate the exchange
of knowledge regarding patient experiences. The shortage of faculty, increase in
student numbers and changing curricula should be viewed less as barriers and more
as possibilities.
Where traditional problem based learning is best facilitated through face-to-face
interaction, the most frequently cited barrier to successful outcomes is in matching
schedules of participating disciplines and professions. The schedule concerns were
also an issue for our program where upwards of 200 nursing students are split into
four cohorts with unique schedules. To provide an interprofessional experience for
each nursing cohort, partnerships were created with health science diploma and
certificate programs, of which one format of these experiences which will be
presented.
This presentation reports on the development and implementation of two unique
problem-based interprofessional experiences; both delivered asynchronous online.
The first was a palliative care situation for nursing and emergency medical
technicians/paramedics. The second was a family crisis situation for medical
radiation technologists, nursing and veterinary technologists.
The purpose of this research is to describe the experience of online interprofessional
collaboration for students of a technical college.
Pre and post evaluations collected student feedback on the process of delivery and
interprofessional skill acquisition. Results of the first online delivery indicated that
students found the experience valuable, appreciated a different mode of content
delivery and that perceptions became more positive about working on an
interprofessional team, despite never meeting their cohorts in person. Data
collection on the second online interprofessional experience will be completed
before the end of February, 2011 to be analyzed for comparison and dissemination.
Anecdotal evidence from faculty suggest additional benefits include increased
awareness of the collaborative team approach, capacity building of teaching
strategies such as moderating and rolling case development, as well as creating
partnerships with other faculty through distance delivery.
This presentation offers participants opportunity to meet the following objectives:
1. Articulate interprofessional collaborative principles
2. Compare student perceptions of two online interprofessional experiences
3. Identify opportunities for building faculty capacity and teaching scholarship
4. Examine expectations related to instituting informatics based learning within a
content delivery deadline
188 Participants are encouraged to discuss as a group the value of combining
interprofessional student groups who may not traditionally work together in clinical
or practice settings. As well, participants may discuss whether online asynchronous
delivery of a problem assists students to learn collaborative principles.
Theme: Innovation with Technology
Audience: General; Educational Developers; College Educators Special Interest
Group; TA Developers Special Interest Group
Keywords: interprofessional, online, teaching strategy
C4-2b
Room: Arts 211
Friday, 8:55 - 9:20 am
Student perceptions of the effectiveness of a virtual learning space to
foster clinical decision making in nursing
Beryl McEwan, School of Health, Charles Darwin University; Gylo Hercelinskyj,
School of Health, Charles Darwin University
Research Track
Abstract:
In any nursing program, it is a challenge to foster an awareness of, and engagement
with, the complexity and reality of nursing practice. During their studies, nursing
students have to learn the relevant underpinning theoretical knowledge for practice
as well as to develop their understanding of the role and responsibilities of the
registered nurse in clinical settings.
At a regional Australian University the Bachelor of Nursing is offered externally with
the student cohort predominantly off-campus. The required theory units are
completed using flexible delivery strategies and on-campus attendance is limited to
a clinical intensive in each year of the program. There are significant challenges in
providing opportunities to enhance learning (Henderson et al 2006) and to foster
early professional engagement with the nursing community of practice (Andrew et
al., 2009; Elliot, Efron, Wright, & Martinelli, 2003; Morales-Mann & Kaitell, 2001).
The CDU Virtual HospitalTM is an online, case-based learning environment that
offers students the opportunity to explore nursing practice in an authentic virtual
learning space. It fosters professional engagement and situates students in a context
for learning nursing knowledge and inter-professional collaborative practice.
189 This paper presents the results of formal and informal student evaluations of the
CDU Hospital undertaken from 2008 to 2009, following integration into theory and
clinical nursing units in the Bachelor of Nursing program. Thematic analysis
demonstrates the value students place on teaching and learning activities that
provide realistic situated learning opportunities (Hercelinskyj & McEwan, in press).
References
Andrew, N., McGuiness, C., Reid, G., & Corcoran, T. (2009). Greater than the sum
of its parts: Transition into the first year of undergraduate nursing. Nurse Education
in Practice, 9, 13-21.
Elliot, K., Efron, D., Wright, M., & Martinelli, A. (2003). Educational technologies
that integrate problem based learning principles: Do these resources enhance
student learning?, 20th Annual Conference of the Australian Society for Computers
in Learning in tertiary Education. Adelaide.
Hercelinskyj, G. & McEwan, B. (in press) The Charles Darwin University vHospital:
Creating an authentic virtual learning environment for undergraduate nursing
students. IN KEPPELL, M. (Ed.) Physical and virtual learning spaces in higher
education, IGI Global.
Henderson, A., Twentyman, M., Heel, A., & Lloyd, B. (2006). Students' perception
of the psycho-social clinical learning environment: An evaluation of placement
models. Nurse Education Today, 26, 564-571.
Morales-Mann, E. T., & Kaitell, C. A. (2001). Problem-based learning in a new
Canadian curriculum. Journal of Advanced Nursing, 33(1), 13-19.
Theme: Innovation with Technology
Audience: Educational Developers; College Educators Special Interest Group
Keywords: virtual learning, nursing, case based learning, external
C4-3
Room: Arts 101
Friday, 8:30 - 9:20 am
Online Tools for Engaging Undergraduate Business Students
Wallace Lockhart, Faculty of Business Administration, University of Regina
190 Innovative Practice Track
Abstract:
Description: In core university business classes, student engagement is a growing
challenge due to factors such as student diversity, self efficacy and subject
preference.
Prensky (2001) introduced “digital natives”: Students’ lives are surrounded by
technologies. Educators lag behind as “digital immigrants”. Others have since
challenged this concept - suggesting there is considerable variation among students,
and that we cannot assume the “net” generation all know how to employ
technology tools in their university learning.
Are we, as educators/digital immigrants, keeping up with student expectations as
our courses migrate to online platforms? Probably not: The 2010 ECAR survey found
a significant drop in students expressing a “positive experience” with CMS from
76% in 2007 to 51% in 2010.
Research Questions:
1) Will the introduction of a blended mix of online and in-class approaches improve
student engagement in core business classes?
2) How will students perceive the benefits of on-line engagement and evaluation
tools relative to other facets of their learning experiences?
Methods:
A single platform (moodle) is used for class co-ordination, communications,
resource sharing. In this project, students were exposed to a blend of traditional and
online tools for engagement and assessment. Surveys asked:
• Perceived difficulty and benefits of online vs traditional tools
• Preferences between traditional methods, textbook online tools and instructor’s
moodle tools
• Relative importance to student’s learning experience of online tools relative to
content, textbook, instructor attributes.
Results:
• There are significant variances in student views. Diversity in our student mix is
reflected in their views about the introduction of blended teaching tools.
• Results vary based on student effort (hours worked, grades)
• Assessment tools (online or other) are perceived as being of less importance than
instructor attributes and course content in the student’s learning experience.
• Over the first three teaching terms of this project, student ratings of the
importance of online tools has continuously increased relative to other factors. This
suggests the instructor’s experience and design factors may have affected the quality
191 of online tools and thus student perceptions.
• Students generally found benefit in being exposed to both traditional and online
assessment methods.
• The study continues in 2010-11 with new and (hopefully) continuously
improving online tools!
Conference Participant Engagement: As the presentation rolls out, participants will
be asked to participate both individually and in groups, discussing their perceptions
of: a) Student preferences for learning methods in university courses (ranking from a
list) b) The relative importance of factors in students’ overall learning experience
(i.e. instructor, content, textbook, coursework, exams, tools) c) General discussion benefits / pitfalls of online tools & blended learning.
Participants will first complete brief questionnaire items individually, then discuss
the topics in small groups. After large group discussions, I will present the results of
our student surveys and there will be an opportunity for
comparison/reflection/discussion.
Participant discussion/survey forms will be collected at the end of the session.
Theme: Innovation with Technology
Audience: College Educators Special Interest Group; Educational Developers;
Administrators; General
Keywords: innovation, student engagement, blended learning
C4-4
Room: Arts 104
Friday, 8:30 - 9:20 am
Creating an Inclusive Learning Environment to Support Spiritual
Exploration: The T.R.U.S.T. Model as an Innovative Pedagogical
Approach
Karen Scott Barss, Nursing Division, Saskatchewan Institute of Applied Science &
Technology (SIAST)
Innovative Practice Track
Abstract:
Creation of an inclusive, safe learning environment is both daunting and essential in
addressing the intangible and diverse nature of spirituality. This presentation will
192 explore the role of the T.R.U.S.T. Model for Inclusive Spiritual Care in creating such
an environment. The T.R.U.S.T. Model is an interdisciplinary, evidence-based, nonlinear model for inclusive spiritual exploration that is currently being piloted within
the undergraduate nursing program in which the presenter teaches. Specifically, the
T.R.U.S.T. Model invites individuals to explore in culturally relevant, non-intrusive
ways: ‘Traditions'; 'Reconciliation'; 'Understandings'; 'Searching'; 'Teachers'. This
model has been developed by the presenter with the intent of assisting helping
professionals in today’s pluralistic context to feel more prepared to address the
spiritual dimension of health as an integral part of holistic education and care. This
presentation will draw on findings from a current study examining the experiences
of nursing students, faculty, and clinicians in use of the T.R.U.S.T. Model as an
educational resource, a self-awareness tool and guideline for spiritual exploration
with their clients. These findings will be used during the presentation to help
participating educators from a variety of disciplines explore ways of engaging
students and clients in inclusive spiritual exploration that addresses universal
spiritual needs, honours unique spiritual understandings, and helps individuals to
explore and mobilize factors that can help them gain/re-gain a sense of trust in order
to promote optimum learning and well-being. Included will be complementary
creative teaching resources that have emerged from the author’s study with the
intent of holistically engaging and affirming learners.
Participants will:
• become acquainted with the T.R.U.S.T. Model as a resource to support
appropriate exploration of spirituality in holistic teaching and learning.
• explore opportunities and challenges associated with addressing spirituality in
higher education across disciplines.
• identify innovative strategies to integrate the T.R.U.S.T. Model and related
resources into teaching and learning practices.
• enhance their ability to facilitate inclusive, non-intrusive exploration of
spirituality in a pluralistic educational context.
The session will begin with a brief overview of theoretical and reflective content
associated with the T.R.U.S.T. Model. This overview will be shared in a
conversational manner intended to elicit reflection and discussion amongst
participants about innovative ways to use the T.R.U.S.T. Model to promote inclusive
spiritual exploration in the educational setting. The session will close with a creative
reflection that affirms participants’ ability to address this important aspect of
teaching and learning.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: spirituality; holistic education and health; t.r.u.s.t. model
193 C4-5
Room: Arts 106
Friday, 8:30 - 9:20 am
Enhancing Student Engagement in Applied Science Courses: A Case
Study in Computer Science
Deborah Kiceniuk, Centre for Learning and Teaching, Dalhousie University;
Connie Adsett, Faculty of Computer Science, Dalhousie University; Alex Brosky,
Faculty of Computer Science, Dalhousie University; Bonnie MacKay, Faculty of
Computer Science, Dalhousie University; Julie Lalande, Office of Institutional
Analysis and Research, Dalhousie University; Janice Fuller, Centre for Learning
and Teaching, Dalhousie University
Innovative Practice Track
Abstract:
As retention and student success become crucial concepts in higher education,
many colleges and universities have begun to incorporate new methods of teaching
first-year applied science courses in computer science, engineering, and science
that will be “attractive to a diverse audience, thus increasing potential enrollment”
(Wolz et al, 2006). In addition to innovative content, these courses must incorporate
methods of pedagogy that will prepare students to meet the demands of the modern
workplace. These types of courses involve new teaching techniques that exceed
more didactic approaches to teaching. As part of the Student Engagement Initiatives
at Dalhousie University, the Faculty of Computer Science has implemented two
new first-year courses that provide the opportunity for students to develop problemsolving and communication skills through group assignments while working on
various technical applications in computer science. Students have the opportunity
to work on issues and projects related to social networking and animated computing
via game development and programming Lego Mindstorms robots. These courses
respond to the need throughout the computer science discipline to make computer
science more attractive to a wider student population, and to increase student
engagement and retention from first to second year. Given the course content and
activities that were required, a more behavioral model of assessment was warranted.
Therefore, in addition to the traditional course evaluation methods, students were
invited to complete the CLASSE; the classroom version of the National Survey of
Student Engagement (NSSE).
The objectives of this session are to: 1. share the types of teaching strategies
implemented and the results of the student’s feedback of the courses; 2. invite
audience discussion surrounding non-traditional pedagogical methods of
194 experiential learning; and, 3. explore methods of evaluating innovative courses.
Participants will be provided with general topic guidelines to focus their discussions
and examples of course materials and syllabi will be available.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: TA Developers Special Interest Group; College Educators Special
Interest Group; Educational Developers; General
Keywords: first year course, student engagement, experiential learning, innovative
practice and assessment, applied computer science
C4-6
Room: Arts 108
Friday, 8:30 - 9:20 am
Integrating teaching and research … in a course … a program … an
institution: Lessons learned at the University of Alberta
Connie K. Varnhagen, University of Alberta; Olive Yonge, University of Alberta;
Frank Robinson, University of Alberta
Organizational Change Track
Abstract:
Session Objectives:
• Elaborate different components of integration of research, teaching and learning
• Develop and discuss institution- and discipline-specific strategies for integrating
teaching and research
• Present the University of Alberta initiatives at the institutional and discipline
levels.
Session Description:
The integration of research, teaching and learning, also described as the teachingresearch nexus, is poorly understood. However, as academics, we integrate
research, teaching and learning in many ways. In this session, we will begin by
elaborating a framework for understanding integrating research, teaching and
learning, briefly discussing some of the seminal work by Jenkins, Healey, Brew, and
others (e.g., Brew, 2006; Griffiths, 2004; Hattie & Marsh, 1996; Healey, 2005;
Healey & Jenkins, 2009; Jenkins, 2004; Jenkins, et al., 2003; Jenkins & Healey,
2005). Our framework considers different aspects of the integration of research,
teaching and learning (e.g., learning methods of the discipline, mentored research,
research on teaching and learning) from the perspective of the learning environment
195 (instructor-centred to learning-centred) and learning outcomes (based on Anderson
& Krathwohl’s update of Bloom’s taxonomy; Anderson & Krathwohl, 2000; Bloom,
1956).
We will use our experience at the University of Alberta as examples of our attempts
to understand and engage in the integration of research, teaching and learning at the
institutional level (e.g., contributions to the academic plan, changed and new
faculty awards and funds), in degree programs (e.g., curriculum (re)development to
include cornerstone and capstone courses to help students learn and apply the tools
of their discipline), and in individual courses (e.g., development of innovative
courses and course activities) as they relate to the framework.
Depending on the audience composition, we will then divide into small groups of
administrators, educational developers, and instructors. Discussion will centre on
what we are already doing in the context of the framework and how to encourage
greater integration to benefit professors, students, the university, and the larger
community. Questions addressed to the small groups will include: (a) What are you
doing now? (b) What do you want to be doing? (c) What are some strategies for
moving from where you are to where you want to be? (d) What are the challenges?
The smaller groups will then report some of their discussion back to the larger
group. We hope to develop shared understanding of the integration of research,
teaching and learning and strategies that we can use in our own courses,
disciplines, and institutions to encourage and support this integration.
Theme: Experiential Learning
Audience: General; Administrators; Educational Developers
Keywords: integration of research, teaching and learning; curriculum; institutional
change
C4-7
Room: Arts 214
Friday, 8:30 - 9:20 am
Identifying and Overcoming Barriers to Accessible Education
Beth Marquis, Centre for Leadership in Learning; Susan Baptiste, School of
Rehabilitation Science; Carolyn Chuong, School of Rehabilitation Science; Nikita
D’Souza, School of Rehabilitation Science; Ann Fudge-Schormans, School of Social
Work; Lauren Gienow, School of Rehabilitation Science; Sarah Gruszecki, School
of Rehabilitation Science; Anju Joshi, Health, Aging & Society; Bonny Jung, School
of Rehabilitation Science; Leona Pereira, School of Rehabilitation Science;
Ashleigh Robbins, School of Rehabilitation Science; Elizabeth Steggles, School of
196 Rehabilitation Science; Susan Vajoczki, Centre for Leadership in Learning; Robert
Wilton, School of Geography & Earth Sciences *All authors are affiliated with
McMaster University
Organizational Change Track
Abstract:
The importance of creating inclusive and equitable educational experiences for all
college and university students has been widely recognized (Burgstahler & Cory,
2009; Scott, McGuire & Foley, 2003). Recent teaching and learning scholarship, for
example, documents the necessity of acknowledging the increasing diversity of the
student population (Pliner & Johnson, 2004), and of uncovering and removing
barriers to learning experienced by students with disabilities in particular (Cook,
Rumrill & Tankersley, 2009). At the same time, in Ontario, new legislation is
making these issues especially pronounced. The Accessibility for Ontarians with
Disabilities Act (AODA), which became law in 2005, mandates universal access for
persons with disabilities, requiring the removal of barriers to their full participation
in all aspects of society, including higher education.
In light of these factors, the authors are currently undertaking a study designed to
collect qualitative data about the effects of the AODA legislation on the teaching
and learning environment at McMaster University. Building on previous work that
investigates students with disabilities’ experiences of tertiary learning (Madriaga et
al., 2010; Fuller, Bradley & Healey, 2004), the first phase of this research explores
the ways in which faculty members, administrators, staff and students with and
without disabilities perceive the relative accessibility and inclusiveness of teaching
and learning at this institution, with an eye to identifying current barriers to
accessibility that must be broken down.
Drawing from this preliminary data, this session will provide participants with an
opportunity to consider the accessibility of teaching and learning within their own
classrooms and institutions. Using preliminary data from our ongoing research, we
will discuss some common potential barriers to inclusive education across
disciplines and educational settings, and encourage participants to consider the
relevance and applicability of these issues to their own teaching and learning
contexts. Perhaps most importantly, participants will subsequently be asked to
generate and consider, via brainstorming and discussion, possible strategies for
overcoming these barriers. By such means, session attendees will engage actively
with issues related to the primary conference theme of creating an inclusive
educational environment that embraces diversity, and will come away with ideas
for enhancing the inclusiveness of their teaching practices and/or advocating for
accessible teaching and learning on their campuses.
197 Theme: Diversity and Inclusive Practice in Higher Education
Audience: TA Developers Special Interest Group; College Educators Special
Interest Group; Educational Developers; Administrators; General
Keywords: accessibility, inclusiveness, teaching and learning
C4-8
Room: Arts 210
Friday, 8:30 - 9:20 am
The Unbounded Classroom: Using technology to extend the traditional
classroom and learning community, mode of expression, and
publishing venue
Marc Spooner, Faculty of Education, University of Regina
Innovative Practice Track
Abstract:
The following presentation will report on the findings from two sets of cohorts
participating in an experimental course that employed technology to reshape the
educational experience. Technology has the potential to reshape the traditional
educational experience by permitting the creation of learning arenas that extend the
classroom and learning community as well as open the largely closed, student-toteacher assignment feedback loop. Select technological tools may also be employed
to optimise knowledge translation by permitting and facilitating student-use and
choice of a wide spectrum of intelligences and sign systems through which humans
think and communicate. Moreover, it is now possible (1) to re-visit and reparticipate in discussions that in the traditional classroom would be lost due to their
ephemeral nature, (2) to view referred to source materials in a variety of modalities,
and (3) to aggregate and host student generated responses in a wide variety of
formats. The present research sought to examine two graduate student cohort
responses to an innovative approach to classroom course delivery. Graduate
students enrolled in the 2007 & 2009 offerings of a course examining social justice
and globalisation from an educational perspective were given the opportunity to
provide detailed feedback and critique of the unique technologically-assisted nature
of the course delivery employed. Specifically, they were asked to comment on
several features of the course which included the best use of: a) inter-institutional
team teaching approaches and videoconference/web-enabled guest appearances, b)
digitally captured classroom interactions and learning-enhanced re-presentations of
classroom content, and c) other Web 2.0 applications to extend the traditional
classroom, choice of sign system, and publishing venue. This interactive
198 presentation will engage the audience in several ways: a) by providing actual
classroom examples of the Learning-Enhanced Re-presentations and student
produced responses, b) by sharing the experiences of both the researcher/teacher
and the graduate students that were enrolled in two offerings of this unique course
format, and c) by creating a forum for open discussion of others’ experiences and
diverse perspectives with new media pedagogical tools.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: technology, constructivism, authentic learning, multiple intelligences,
unbounded classroom, web 2.0
C4-9
Room: Arts 109
Friday, 8:30 - 9:20 am
Re-envisioning the support of teaching and learning in a
comprehensive University
Cheryl Amundsen, Faculty of Education, Simon Fraser University; Stephanie Chu,
Teaching and Learning Centre, Simon Fraser University
Organizational Change Track
Abstract:
In 2008, Simon Fraser University went “back to the drawing board” to re-envision
how teaching and learning could best be supported by forming a Task Force on
Teaching and Learning (TFTL). From beginning to end, the TFTL recognized the
diversity of roles and perspectives across the University.
One of the TFTL’s first initiatives was to engage in an information gathering process
meant to provide an “environmental scan” of existing practices, perspectives and
attitudes relevant to supporting teaching and learning. This provided a better
understanding of the diversity of views that we knew existed across individuals and
across academic and service units. Three-hundred-and-fifteen individuals responded
through interviews, focus groups and an online survey. Reports from other initiatives
were also consulted.
Results were compiled as an interim report to the university community in January
2009. Findings were presented and input further solicited at community forums.
Four working groups were created to reflect emergent themes from our information
199 gathering process: student learning; teaching support coordination; teaching
evaluation and recognition; and community, communication and policy. Members
of the university community were invited to join TFTL members in these groups.
Working groups were informed by the academic development literature, the TFTL’s
information gathering and its members. Recommendations were submitted to the
Vice-President, Academic in November 2009 <http://www.sfu.ca/tftl>; the
implementation began soon thereafter.
Though the initiative began with the lens of re-examining teaching support, it
became apparent that this was only one piece of a complex issue. Therefore, the
TFTL recommendations included a coordinated teaching and learning support
network, efforts at broadening students’ learning experiences, re-examining teaching
evaluation, fostering a community and communication around teaching and
learning, and establishing a vision and principles. The recommendations are now
linked with the university’s Academic Plan and the VP Academic’s directions.
Now well into the implementation phase, we would like to share our successes and
challenges, and next steps, which we believe, would benefit others. We are keen to
draw on our audience’s expertise in considering next steps, particularly the
assessment of the impact of the changes; an aspect critical to assure continued
resources and funding, and a question with which we are already grappling.
After an overview of the TFTL goals, recommendations and map of implementation
points (15 mins), participants will engage in a problem-solving activity.
Session outcomes:
1. Acquire a sense of an institutional-level initiative towards re-envisioning teaching
and learning support.
2. Practice using your knowledge to assess the impact of one of the implementation
points described.
3. Consider the applicability of the presenters’ experiences to your context.
Problem-solving activity:
For each of the implementation points described in the presentation, a half-page
description of one implementation point will be provided to each small group to
provide further context. Each group will consider how the description applies to
their various contexts and how that particular implementation point could be
assessed in terms of impact (15 mins). Ideas will be summarized through large group
discussion (20 mins).
Theme: Institutional Leadership of Teaching and Learning
Audience: General
200 Keywords: organizational change; change process; institutional support for
teaching and learning
C4-10
Room: Arts 105
Friday, 8:30 - 9:20 am
Feedback for Effective Learning
Candide Sloboda, Faculty of Nursing, University of Alberta
Innovative Practice Track
Abstract:
"Learning without feedback is like archery practice in the dark" (Cross, as cited in
Huxham, 2007). It is well documented that the most powerful single influence on
student learning is feedback (Gibbs & Graham, 2004). Feedback increases learning
more than any other aspect of teaching. Despite this recognition Hounsell (2008)
reports that university students identify feedback as the aspect of teaching that
dissatisfies them most, citing inadequacy of feedback and lack of guidance given
(Carless, 2006; Chanock, 2000; Crook, Gross & Dymott, 2006; Hounsell 2007).
Although a large body of literature identifies frequent assignments with detailed
feedback as being central to learning, there has been a steady decline in feedback at
most North American universities in the last three decades (Gibbs & Simpson,
2004). It is well known that examinations are poor predictors of subsequent
performance such as success at work. Baird (1985), in reviewing 150 studies on
exam results and adult achievement, found the relationship to be slight at best. It is
also well documented that results achieved during the first degree explain less than
10% of the variance in postgraduate performance (Warren, as cited in Gibbs and
Simpson, 2004).
Despite the literature demonstrating that optimum learning requires frequent
assignments, universities are moving to larger class sizes, which lead to reduced
opportunity for student-teacher interaction and the streamlining of course work to
primarily evaluative multiple choice exams and product-focused assignments. Both
of these methods result in intensified study times for students just prior to exam or
paper deadlines, and promote more surface learning than desired deep learning. At
the same time the diversity of students has increased in higher education so that
previous assumptions about knowledge background, student study habits and
learning cognition must be widened. It is estimated that distance learning students
receive fifty times more feedback over the course of a degree compared to students
attending conventional universities (Gibbs & Simpson, 2004).
201 In light of this evidence that feedback is crucial to learning, that teaching institutions
are curtailing time to give frequent feedback, and that students are dissatisfied with
the feedback they receive, how can we as professors provide feedback that will
most influence learning? The learning objectives of this session include
differentiating between evaluation and feedback, outlining the principles for
developing useful feedback for learning, discussing what students see as effective
feedback, and brainstorming steps teachers can take to set the stage for giving
feedback and engaging students to utilize feedback without drastically increasing
teacher workload.
The presentation will consist of a 20 minute review of feedback literature followed
by a 30 minute discussion where the presenter will ask for suggestions and give
pragmatic examples to address the following questions. How does the teacher set
the stage for giving useable, effective feedback? What steps can teachers take to
engage students to read, reflect on, and utilize feedback? What kind of assignments
can we develop that promote more out-of-class study time while not drastically
increasing marking loads? What can universities do to promote the use of effective
feedback in courses?
Theme: Creative Practices: Teaching, Assessment, and Evaluations
Audience: College Educators Special Interest Group; Educational Developers;
General
Keywords: feedback, learning, evaluation
C4-11
Room: Arts 217
Friday, 8:30 - 9:20 am
Establishing Writing Groups in Large First-Year Courses
Liv Marken, University Learning Centre, University of Saskatchewan; Fran Walley,
College of Agriculture and Bioresources, University of Saskatchewan; Natalie
Ludlow, Department of Geography, University of Saskatchewan; Stan Yu,
University Learning Centre, University of Saskatchewan; Sarah Marcoux,
University Learning Centre, University of Saskatchewan
Innovative Practice Track
Abstract:
The U of S Writing Centre worked with professors of large first-year courses in
agricultural studies (term 1) and human geography (term 2, ongoing at the time this
202 abstract was written) to integrate writing groups or "labs" led by undergraduate peer
mentors. We intended to support writing intensiveness in large classes, and to
nurture, via peer-to-peer sessions, students’ understanding of the writing process.
These writing groups differed from traditional tutorial sessions in that they were led
by undergraduate peers, focused on the process of writing more so than the product,
deployed active learning techniques, and afforded students an early-term, lowstakes writing assessment. The groups reduced students' sense of isolation and
frustration during the writing process. The most positive results (for term 1, at the
time this abstract was written), though, were better-quality final research papers and
a group of students more confident about academic writing. In our concurrent
session, we will summarize focus group results, end- and beginning-of-term survey
results, professors' comments, and grade comparisons from previous years. We will
explain our challenges with curriculum design, share recruitment and training
strategies for peer mentors, and discuss how writing groups may be a way of slowgrowing wider campus support for Writing Across the Curriculum (WAC).
For most of the session, however, we will engage attendees in one or two short
writing group activities, and then ask them to share and brainstorm ways writing
groups may work at their own institutions. We will record these ideas in an online
document, which may be added to in the future.
Learning Objectives: Attendees will understand whether writing groups will work at
their own institutions and/or classes, and if so, in what form(s). They will make
connections with other interested people and continue to share their findings and
ideas online. They will understand the risks, costs, and challenges of putting
together writing groups.
Theme: Communities of Practice, Learning Communities
Audience: Writing Centre Special Interest Group; College Educators Special
Interest Group
Keywords: WAC, writing, peer mentors, course design, first-year, high impact
educational practices, labs, large classes
C4-12
Room: Arts 212
Friday, 8:30 - 9:20 am
You mean students can EAT in class: Meeting the needs of
internationally educated teachers
Rosalie Pedersen, Teaching and Learning Centre, University of Calgary; Robert
Roughley, Teaching and Learning Centre, University of Calgary
203 Innovative Practice Track
Abstract:
Meeting the needs of internationally educated teachers is a critical aspect of
educational development work.
Shut your eyes. Imagine being in another country; you are teaching at a research
university. You speak fluent English but you will be teaching in another language one that you are still learning. You were educated in Canada and you know what
Canadian students expect and how they behave: Your teaching ratings are excellent.
Students in this country seem to expect different things. They stand up when you
enter the room. They are reluctant to answer your questions. You don’t know if they
understand you. You think the students don’t like you ...
Internationally educated faculty joining Canadian universities might be experiencing
similar challenges. As more and more internationally educated faculty and graduate
students join our universities, the need to help them maximize their potential as
teachers in Canadian classrooms often falls to faculty in Teaching and Learning
Centres.
In 2007, the Students Union at the University of Calgary gave the Teaching and
Learning Centre (TLC) a significant grant to design a learning experience that would
help internationally educated faculty and teaching assistants maximize their
potential in Canadian Classrooms. The funding resulted from undergraduate
students expressing their concerns about communication issues when English was
an additional language and about differing cultural expectations regarding teaching
and learning. A program was developed and delivered over a three-year period;
those who attended gave it rave reviews, speaking about how transformational it
was for them. However, attendance was low. Therefore, we conducted a formal
needs analysis to determine why many members of the target group do not attend
the program and how the program could be adapted to address these concerns.
The needs analysis process involved focus groups with people who have taken the
course, people in the target group who have participated in other TLC programs,
and people in the target group who did note take any TLC workshops. A campuswide survey was used to gather information from a wider sample of the target group.
Other stakeholders were also contacted to determine their perspectives. This data
will be analyzed and used to enhance the program. Initial results will be shared in
the session.
In this interactive workshop, participants will work in small groups to discuss the
needs analysis process and reflect on how the findings might impact design of
204 programs for this target group in other institutions. As a result, participants should be
better able to create positive faculty development opportunities for internationally
educated participants and to explain the rationale for the program design choices
they make.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers
Keywords: faculty development; international instructor development; needs
analysis
C4-13
Room: Arts 206
Friday, 8:30 - 9:20 am
Capitalizing on diversity: a team-based approach to the design,
planning and delivery of an interdisciplinary science program
Carolyn Eyles, Integrated Science Program, McMaster University; Sarah Symons,
Integrated Science Program, McMaster University; Chad Harvey, Integrated
Science Program, McMaster University; Pat Bilan, Integrated Science Program,
McMaster University; David Brock, Integrated Science Program, McMaster
University; Andrew Colgoni, Integrated Science Program, McMaster University;
Sarah Robinson, Integrated Science Program, McMaster University
Innovative Practice Track
Abstract:
Diversity is a fundamental characteristic of interdisciplinary programs that embrace
different methodologies, concepts, and approaches to the teaching and learning of
subject materials. This presentation will examine the team-based approach that has
been used to create and implement a research-focused interdisciplinary science
program, Honours Integrated Science (iSci) at McMaster University. The four-year
design and planning process for the iSci program involved a team including faculty
members from a range of science disciplines, the University Librarian, the offices of
the Dean and Associate Dean of Science, and undergraduate students. The
members of this team were responsible for creating a program that integrated
learning of scientific content and skills while allowing students to understand and
develop an appreciation for the differences in approaches used by different
scientific disciplines. The iSci program welcomed its first students in September
2009 and its implementation and delivery is fully dependent on effective team work
that includes instructors, students, teaching assistants, an instructional assistant, a
205 lab coordinator, an administrator, and a librarian. To function effectively, the iSci
team must recognize and respond to differences in approaches to program
administration, classroom, lab and field instruction, learning technologies,
assessment, and guidance strategies.
This session will involve small group discussion of several scenarios that pose major
challenges to team-based program delivery and will also present a series of
commentaries from members of the iSci team. Participants will take away a set of
reflective questions that will help them to structure or streamline instructional teamwork in their own teaching and learning tasks.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: instructional team work, interdisciplinary science, program design and
delivery
C4-14
Room: Arts 200
Friday, 8:30 - 9:20 am
Reaching our Part-Time Professors: Taking Their Needs into Account
Jovan Groen, Centre for University Teaching, University of Ottawa; Manuel Dias,
Centre for University Teaching, University of Ottawa
Innovative Practice Track
Abstract:
Increasing in numbers and teaching a significant number of the courses offered at
Universities such as the University of Ottawa, part-time professors play an important
role in today’s academic institutions. Most often these skilled instructors are
specialists in their fields, aspiring academics, or semi-retired scholars or
professionals. This level of practical expertise adds an important dimension to their
teaching and allows these professors to have a profound impact on the teaching and
learning environment. However, unlike full-time professors, this unique group of
instructors are not regularly on campus, do not know many of their full and parttime colleagues and are often not aware of many, if any, of the support services and
resources available at the University. These realities lead us to ask: What other
challenges are part-time professors exposed to? What are their specific needs? How
do these challenges and needs affect their ability to participate in professional
development initiatives, or get access to faculty development resources?
206 The University of Ottawa’s Centre for University Teaching (CUT) has recently
performed a needs assessment of its part-time professors to better understand their
specific context and develop programs and resources that more specifically meet
their needs. Similar to Lyons (2007), the results of the assessment outline that parttime professors, above all, need: an orientation to the institution and its practices,
training in the fundamental concepts of university teaching, a sense of community
and belonging, and access to professional development initiatives and resources.
Based on these outcomes, the CUT has both modified and added to its
programming. Are the needs of the University of Ottawa’s part-time professors
unique? How are other universities meeting the professional development needs of
their part-time professors?
Learning Outcomes:
By the end of this session participants will be able to:
- Describe the needs of part-time professors;
- Evaluate strategies to meet the needs of part-time professors;
- Describe and assess best practices used at a variety of universities.
Approach:
Largely structured as a forum for discussion, this workshop will host multiple small
group brainstorming and reporting opportunities to more effectively share the
wealth of participant experiences and ideas. The information shared with the larger
group will be recorded and sent to all session participants. The presentation will be
delivered in English; however, questions in French are encouraged. The workshop
documents and materials will be provided in both English and French.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: Educational Developers; Administrators; General
Keywords: part-time professors, professional development, needs assessment
C4-15
Room: Arts 213
Friday, 8:30 - 9:20 am
Structured Controversy: Uncovering cross-discipline potential in an
interactive classroom strategy
Robin Alison Mueller, Department of Educational Administration, University of
Saskatchewan
207 Innovative Practice Track
Abstract:
Structured Controversy is an interactive pedagogical strategy. When engaging in
Structured Controversy, students work in small cooperative groups to explore a
particular controversial topic by uncovering, discussing, and/or debating the many
sides associated with a given issue. Structured Controversy, though, is not
adversarial in nature; the goal of the activity is for group members to collectively
investigate as many viable solutions to a problem statement as possible, thus
expanding their knowledge of the multiple perspectives inherent in any given
professional quandary. Structured Controversy fosters critical thinking, creative
problem solving, and development of listening/dialogue skills among participants.
While variations on Structured Controversy have often been utilized as instructional
strategies within primary and secondary educational contexts (Johnson & Johnson,
1993; Johnson, Johnson, Pierson, & Lyons, 1985; Khourey-Bowers, 2006; Slavin,
1995), it is not yet widely used in post-secondary education. However, Structured
Controversy has been successfully attempted by university faculty, primarily in
health science disciplines, suggesting potential for development and
implementation in a range of disciplinary domains (D’Eon & Proctor, 2001;
Pederson, 1992; Pederson, Duckett, & Maruyama, 1990).
In this session, I will provide background information about Structured Controversy
as a pedagogical tool, and I will provide several examples of how this strategy has
been used in post-secondary classrooms. I will then describe and demonstrate how I
implemented a modified Structured Controversy in an upper-year post-secondary
leadership development seminar course for Agriculture students, and I will provide
detailed examples of the learning outcomes, practical implementation strategies,
assessment approaches, and evaluation used. To conclude the session, participants
will be offered opportunity to discuss potential Structured Controversy modifications
for their own classrooms, and will develop a preliminary implementation outline for
future use in the academic course of their choice.
As a result of participating in this session, conference delegates will be able to:
• Describe the structure and processes that characterize Structured Controversy;
• Appraise a case example in which Structured Controversy was successfully
implemented in a post-secondary classroom;
• Critically assess potential for implementing structured controversy in their own
classroom environments; and
• Explore modifications and additions to the Structured Controversy template in
effort to develop an outline for context-specific implementation.
208 Structured Controversy provides a rich classroom opportunity for students to explore
the myriad complexities and dilemmas inherent in any professional practice. The
activity provides an interactive “bridge” between the conceptual and practical in
cross-disciplinary skills such as listening, development of critical capacity, team
reliance, public speaking, and conflict resolution. Further, greater understanding of
cross-discipline potential will emerge as participants dialogue and the session
unfolds, consequently building a base-line for further teaching-learning research in
this pedagogical area.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: College Educators Special Interest Group; Educational Developers;
General
Keywords: structured controversy, pedagogical strategies, dialogue, critical
thinking, problem solving, multiple perspectives
209 Concurrent Session Five
Friday, June 17, 9:30 – 10:20 am
C5-1a
9:30 - 9:55 am
Room: Arts 102
Graduate Student Attributes (GSAs): What are they and why should we care about
them?
Heather Kanuka, University of Alberta; Dustin Chelen, University of Alberta; Emerson
Csorba, University of Alberta
________________________________________________________________________
C5-1b
9:55 - 10:20 am
Room: Arts102
Convergence of language and content integrated instruction: a case study of English
language support for international students in introductory economics
Julia Williams, Renison University College, University of Waterloo; Trien Nguyen,
Department of Economics, University of Waterloo; Angela Trimarchi, Department of
Economics, University of Waterloo
________________________________________________________________________
C5-2a
9:30 - 9:55 am
Room: Arts 208
Utilizing Grounded Theory to Explore the Information Seeking Behavior of Senior
Nursing Students
Vicky Duncan, Health Sciences Library, University of Saskatchewan; Lorraine
Holtslander, College of Nursing, University of Saskatchewan
________________________________________________________________________
C5-2b
9:55 - 10:20 am
Room: Arts 208
Interprofessional Collaborative Teams: Building Bridges with Health Care Students
Darlene J. Scott, Nursing Division, Saskatchewan Institute of Applied Science and
Technology; Natasha Hubbard Murdoch, Nursing Division, Saskatchewan Institute of
Applied Science and Technology
________________________________________________________________________
210 C5-3
9:30 - 10:20 am
Room: Arts 101
It's Showtime: Using Movies to Teach Leadership in Online or e-courses
Rosemary Venne, Edwards School of Business, University of Saskatchewan; Maureen
Hannay, Sorrell College of Business, Troy University
________________________________________________________________________
C5-4
9:30 - 10:20 am
Room: Arts 104
Integrating Dimensions of Diversity in Leadership Development
Penina Mungania Lam, Centre for Teaching and Learning/Faculty of Education; Susan
Anderson, Queen's University International Centre; Jacoba de Vos, Human
Resources; Arig Girgrah, Student Affairs; Shannon Hill, Human Resources; Ben
Kutsyuruba, Faculty of Education; Sheila Pinchin, School of Medicine; Douglas Reid,
School of Business; Nassar Saleh, Engineering and Science Library; Denise Stockley,
Centre for Teaching and Learning/Faculty of Education, Organization: Queen's
University (all authors)
________________________________________________________________________
C5-5
9:30 - 10:20 am
Room: Arts 106
Improving Student Performance in a First-Year Geography Course: Examining the
Importance of Computer-Assisted Formative Assessment
Kathi Wilson, Department of Geography, University of Toronto-Mississauga; Cleo
Boyd, Robert Gillespie Academic Skills Centre, University of Toronto-Mississauga;
Liwen Chen, Ontario Institute for Studies in Education; Sarosh Jamal, Department of
Geography, University of Toronto-Mississauga
________________________________________________________________________
C5-6
9:30 - 10:20 am
Room: Arts 108
Interdisciplinary Inquiry-Based Learning (IBL) in the First Year University Classroom:
Experiences, Outcomes and Potentialities
Peter Farrugia, Contemporary Studies, Wilfrid Laurier University – Brantford; Tim
Gawley, Contemporary Studies, Wilfrid Laurier University - Brantford
________________________________________________________________________
211 C5-7
9:30 - 10:20 am
Room: Arts 214
Transformation versus assimilation: Real inclusive practice in Higher Education
Judith Waterfield, Head of Disability ASSIST Services, University of Plymouth;
Vanessa Fitzgerald, Head of Widening Participation, University of Plymouth; Melanie
Joyner, Teaching and Leaning, Faculty of Health, University of Plymouth
________________________________________________________________________
C5-8
9:30 - 10:20 am
Room: Arts 210
Teaching Multi-Level Language Courses: Tips and Tricks
Marla Arbach, Comparative Literature and Literary Theory, University of Santiago de
Compostela
________________________________________________________________________
C5-9
9:30 - 10:20 am
Room: Arts 109
Expanding my teaching and learning horizon: Reflections of an early career
academic on professional development
Mellissa Kruger, University of South Australia
________________________________________________________________________
C5-10
9:30 - 10:20 am
Room: Arts 105
Practical Ideas for Assessment and Evaluation of Learning
Bernie Krynowsky, Vancouver Island University
________________________________________________________________________
C5-11
9:30 - 10:20 am
Room: Arts 217
How student writing changes in response to feedback
Iris Vardi, Curtin Business School, Learning and Teaching Centre, Curtin University
________________________________________________________________________
212 C5-12
9:30 - 10:20 am
Room: Arts 212
Facilitating Transition from Senior Nursing Student to Registered Nurse In Practice:
The Reverse-Interview Technique for Relationship Building
Brendalynn Ens, College of Nursing, University of Saskatchewan; Susan Bazylewski,
College of Nursing, University of Saskatchewan
________________________________________________________________________
C5-13
9:30 - 10:20 am
Room: Arts 206
Ways of knowing', ways of teaching: Ontology and Practice - Which came first the
chicken or the egg?
Dorothy Missingham, The School of Mechanical Engineering, The University of
Adelaide
________________________________________________________________________
C5-14
9:30 - 10:20 am
Room: Arts 200
Inquiry into Practice: Lessons Learned from a Multi-year Initiative
Carol Rolheiser, Department of Curriculum, Teaching and Learning, OISE, University
of Toronto; Kathy Broad, Department of Curriculum, Teaching and Learning, OISE,
University of Toronto; Mira Gambhir, Department of Curriculum, Teaching and
Learning, OISE, University of Toronto; Mark Evans, Department of Curriculum,
Teaching and Learning, OISE, University of Toronto
________________________________________________________________________
C5-15
9:30 - 10:20 am
Room: Arts 213
Digital Storytelling and Diasporic Identities in Higher Education
Gail Benick, Faculty of Liberal Arts and Access, Sheridan Institute of Technology and
Advanced Learning
________________________________________________________________________
213 Concurrent Session Five
C5-1a
Room: Arts 102
Friday, 9:30 - 9:55 am
Graduate Student Attributes (GSAs): What are they and why should we
care about them?
Heather Kanuka, University of Alberta; Dustin Chelen, University of Alberta;
Emerson Csorba, University of Alberta
Research Track
Abstract:
In seeking to accommodate evolving demands and reinterpret a university’s purpose
and role in the face of society’s changing aspirations, many UK, US, and AU
universities have attempted to clarify the nature of the education they offer to their
students and their graduates’ potential contribution to society. One way in which
universities articulate their role and purpose is through a description of the attributes
of their graduates–or, quite simply, those ‘things’ (e.g., qualities, characteristics,
dispositions) that make a graduating student at a particular university distinctive.
These might be attributes that prepare students as mediators of social good in an
unknown future and have included, for example, cultural awareness, ethical
behaviour, respect for equality of opportunity, individual and civic responsibility,
and/or an appreciation of cultural diversity.
Beginning in the early 90s, Australia placed ‘Personal Transferable Skills’ on their
higher education agenda, both in recognition of the need for a flexible, adaptable
workforce as society moved into the twenty-first century, and in response to the
requirements of both employers and students that graduates of Bachelor
programmes be able to make an immediate contribution to any job situation.
Almost two decades later, it is widely acknowledged that, in the current context of
rapid sociocultural, political, economic and technological change, higher education
institutions have a responsibility to endeavour to prepare students who are able to
manage and respond effectively to change and its inherent demands, challenges and
tensions.
The crux of the argument for implementing GSAs rests in the notion that today’s
students are learning for an unknown future. As such, the education we provide has
214 to be a learning understood not only in terms of knowledge, skills, abilities or
competencies, but also of human qualities, character and dispositions - or
‘attributes’, such as, for example, global citizenship and lifelong learning
highlighted across social, community and economic spheres.
The objectives of this session will be to describe:
• GSAs and how they have the potential to elevate the work of the entire academy
• The evidence of successful curriculum integration in universities that have
implemented GSAs
• Perspectives of Students, Faculty and University Administrators’ on the potential
merits of, and problems with, GSAs
• How the University of Alberta has responded to GSAs
Session Description: Following the presentation of information on GSAs, this session
will have an interactive large group discussion with the two co-presenters leading
the discussion. The co-presenters will facilitate the discussion with probing
questions from an undergraduate student’s point of view.
Theme: Institutional Leadership of Teaching and Learning
Audience: General
Keywords: student attributes undergraduate education
C5-1b
Room: Arts102
Friday, 9:55 - 10:20 am
Convergence of language and content integrated instruction: a case
study of English language support for international students in
introductory economics
Julia Williams, Renison University College, University of Waterloo; Trien Nguyen,
Department of Economics, University of Waterloo; Angela Trimarchi, Department
of Economics, University of Waterloo
Research Track
Abstract:
In many universities around the world, increased international recruitment has
created a greater demand for English as a second language (ESL) training. Despite
having passed the English entrance requirements, ESL students often find language is
still a barrier to academic success. It is essential to determine how language support
215 can be delivered most efficiently so international students can overcome language
barriers and become academically productive as soon as possible. Our research
explored a new approach to the delivery of ESL support to help international
students master subject matter while overcoming language barriers. The main
research question was: does discipline-specific language instruction lead to the dual
outcomes of increased content knowledge and language mastery? Our premise was
that discipline focused language instruction would lead to increased content
knowledge and English language proficiency.
The discipline of economics provided an appropriate context for a pilot project
because it is a popular field of study for international undergraduates.
Approximately 30% of the 750 students in first year economics courses each fall are
international students whose first language is not English. These students often
struggle with technical concepts because of language. For example, terms such as
the “beggar thy neighbour” policy, “keeping up with the Joneses” phenomenon, the
“bandwagon” effect, and “exchange rate appreciation” were coined by Anglophone
economists in a cultural context not always clear to non-Anglophones. With
discipline-specific language support to close the language and culture gap, we
expected better learning outcomes for and engagement of ESL students.
In our case study, volunteer ESL students attended weekly tutorials that enhanced
lecture content with instruction in English vocabulary and skills development.
Throughout the term, the project investigators tracked student progress in managing
both the English language and content. Preliminary results showed that the
participating students have experienced improvement to some extent in their course
performance and English language skills. Through end of term interviews,
participants also indicated that Canadian cultural insights supported their
comprehension of economics concepts discussed in class, as well as broadened
their understanding of Canadian society.
Session Description: In this session we will discuss the complex interaction of
language, culture and discipline-specific content, as well as issues of student
engagement and active learning in classes of introductory economics. Conceptual
problems and practical implementation issues will be reviewed. No previous
knowledge of Economics or ESL is required. The session uses an interactive
approach which will blend both formal presentation and floor discussion to
facilitate exchange of ideas and communication among session participants.
Learning Outcomes: By the end of the session, participants will have greater insight
into the challenges and opportunities that result from combining English language
and content-based instruction. The strengths and weaknesses of one content and
language integrated learning model will be discussed, along with the implications
for the learning outcomes and engagement of English Second Language (ESL)
students in introductory economics.
216 Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: content and language integrated learning; content based instruction;
improved language and content outcomes; english second language (esl)
instruction; introductory economics
C5-2a
Room: Arts 208
Friday, 9:30 - 9:55 am
Utilizing Grounded Theory to Explore the Information Seeking
Behavior of Senior Nursing Students
Vicky Duncan, Health Sciences Library, University of Saskatchewan; Lorraine
Holtslander, College of Nursing, University of Saskatchewan
Research Track
Abstract:
Background: Nursing student education requires a strong emphasis on “evidence
based” knowledge, which means that nurses must acquire advanced information
seeking skills. Yet a number of studies reveal that nursing students, as well as
practicing nurses, are not confident in their library research skills.(C. Dee & Stanley,
2005; Franks & McAlonan, 2007; Pravikoff, Tanner, & Pierce, 2005; Secco et al.,
2006).
Objectives: This interdisciplinary, grounded theory study examined strategies used
by students to locate resources and information for a class assignment, and
identified barriers to their success.
Methods: Purposive sampling was used to recruit eleven participants. Students were
asked to journal their researching process while completing a class assignment; and
semi-structured, open-ended, audiotaped interviews took place to discuss the
students’ journals and solicit additional data. Patterns of information seeking,
strategies used to find information, and barriers to researching were identified.
Results: Students’ main concern was frustration caused by the challenge of choosing
of words or phrases to query databases or resources. The basic social process was
“discovering vocabulary”, which was comprised of four subprocesses: confirming
principles, testing the waters, selecting search terms, and adjusting search strategy.
217 Results were compared to previous studies done with nursing students and clinical
nurses (Appleton, 2005; C. R. Dee & Stanley, 2005; Franks & McAlonan, 2007).
Conclusions: Identifying students’ main concern, basic social process and
subprocesses using grounded theory methodology has implications for improving
the teaching of information seeking skills for students by nursing faculty and health
sciences librarians.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: Educational Developers; General
Keywords: information seeking behaviour, grounded theory, nursing students,
semi-structured interviews
C5-2b
Room: Arts 208
Friday, 9:55 - 10:20 am
Interprofessional Collaborative Teams: Building Bridges with Health
Care Students
Darlene J. Scott, Nursing Division, Saskatchewan Institute of Applied Science and
Technology; Natasha Hubbard Murdoch, Nursing Division, Saskatchewan Institute of
Applied Science and Technology
Research Track
Abstract:
The intent of the presentation: The authors will share a model for building
interprofessional collaborative skills for students that do not traditionally study
together and where students share experiences across professions. This presentation
will provide an overview of development, intents, and evaluation of this
interprofessional (IP) project for pre-licensure and pre-employment college students.
The primary aim of the project was to foster development of interprofessional skills
through the use a problem-based learning framework. A secondary aim was to
develop and evaluate curriculum content designed to allow students from various
health disciplines to work together on problems and issues that affect the quality of
patient care. Pre and post evaluations collected student feedback on the process of
delivery and interprofessional skill acquisition. This project has been offered twice
and the evaluation will include a comparison of both offerings. This project
provided interprofessional experiences for 87 students who do not traditionally
study together.
218 The collaborative team approach to health care is essential when patients’ needs are
multiple and complex. This collaboration is not innate but rather a learned
behaviour. A strong case has been made for interprofessional learning experiences
with students sharing learning opportunities across the professions. WHO’s (2010)
recent document, A Framework for Action on Interprofessional Education and
Collaborative Practice, states that interprofessional education (IPE) is a necessary
step in preparing a ‘collaborative practice ready’ health work force. Educators must
move beyond traditional models and prepare students to work in teams (Moore,
Novotny et al, 1997). The use of interprofessional problem-based (PBL) learning has
shown a positive outcome on the attitudes of health care students and the
development of collaborative team skills. Strategies were chosen for this project that
focus on the building of interprofessional teams. This project focused not only on
concepts related to patient safety, but also on delivery within an interprofessional
context. From the student perspective, collaborative learning brings together a
diversity of ideas and knowledge.
This project uses problem-based learning scenarios as the framework for delivery of
content and opportunity to practice collaborative skills. Problem-based learning
(PBL) is a student-centred instructional strategy in which students collaboratively
solve problems and reflect on their experiences. The characteristics of PBL include
learning is driven by challenging, open-ended problems; students work in small
collaborative groups; and teachers (called tutors) take on the role as ‘facilitators’ of
learning. Small group process models the manner in which effective
interprofessional teams function. This experience was an opportunity for students to
learn and practice these skills related to communication and membership of a
working group.
Data related to the evaluation of the project, including student and faculty
experiences, will be shared.
Theme: Experiential Learning
Audience: Educational Developers; College Educators Special Interest Group
Keywords: interprofessional, collaboration, non-traditional learning, problem
based learning
219 C5-3
Room: Arts 101
Friday, 9:30 - 10:20 am
It's Showtime: Using Movies to Teach Leadership in Online or ecourses
Rosemary Venne, Edwards School of Business, University of Saskatchewan;
Maureen Hannay, Sorrell College of Business, Troy University
Innovative Practice Track
Abstract:
The use of e-courses or online courses, however defined, is on the rise. The 2010
Sloan Survey of Online Learning conducted a survey of more than 2,500 American
colleges and universities and found that approximately 5.6 million students were
enrolled in at least one online course in fall 2009, with nearly thirty percent of all
college and university students now taking at least one course online (Allen &
Seaman 2010). Movies have been used as educational tools for many years. The
principles of leadership and character development can be brought to life very
effectively with the use of films. Movies are a very appealing way to connect the
student with course material and to ensure that these courses are more than
“correspondence courses”. By providing a common experience that is beyond the
textbook readings and cases, films are likely to motivate and spark student interest
while providing an excellent avenue for interaction among the class members.
One of the best leadership movies of all time, 12 O’clock High, will be used as an
example in e-learning. In particular we will illustrate how to use this movie as an
educational tool in demonstrating transformational leadership. To facilitate the use
of movies in online courses, the students are provided with a character list from the
movie and with a set of questions that require the students to interact with each
other. The intended outcome is to show ways of using film to facilitate interaction
and discussion among the entire class by managing the discussion-board feature of
the course delivery platform (Blackboard, WebCT or others). Students can be placed
in teams and through the group function they can be provided with a space to have
discussions, exchange files, and chat. Utilizing groups provides an opportunity for
students to function in a virtual team environment which is becoming more
common with the globalization of many organizations. This can be particularly
challenging where students are not co-located as they must not only co-ordinate
their academic work but their schedules (including time zones) as well. Teams can
be required to produce research papers or presentations that can be made available
electronically to the entire class so that each group can learn from all the others.
220 The intended outcome of the session is to show and discuss ways of engaging
students in an on-line environment with the use of film. Level of participative
engagement is expected to be high as clips from this film will be shown as we
model how the on-line course is applied to leadership material. It is expected that
other examples of films will be suggested by and discussed with the participants.
The presentation approach will be an interactive style, with film clips, questions and
guided discussion.
Theme: Innovation with Technology
Audience: General
Keywords: online courses, leadership, use of film in teaching, group work
C5-4
Room: Arts 104
Friday, 9:30 - 10:20 am
Integrating Dimensions of Diversity in Leadership Development
Penina Mungania Lam, Centre for Teaching and Learning/Faculty of Education;
Susan Anderson, International Centre; Jacoba de Vos, Human Resources; Arig
Girgrah, Student Affairs; Shannon Hill, Human Resources; Ben Kutsyuruba, Faculty
of Education; Sheila Pinchin, School of Medicine; Douglas Reid, School of
Business; Nassar Saleh, Engineering and Science Library; Denise Stockley, Centre
for Teaching and Learning/Faculty of Education, Queen's University (all authors)
Innovative Practice Track
Abstract:
Learning Objectives:
By attending this session, participants will learn about:
• Dimensions of diversity and their implications for program development
• Results of a leadership needs assessment in a diverse academic context
• Strategies that embrace diversity
Session Description:
Educational Developers and faculty members are usually charged with developing a
single course or program for a unit department and occasionally a university-wide
program. Initiating such a program for a diverse body of stakeholders can present
unique challenges and opportunities. There are important considerations that have
to be made with regard to the diversity of audiences and stakeholders that are
served including: faculty, post-doctoral fellows, staff, and students. Meeting the
221 needs of such a diverse audience means integrating diverse content, collaborating
with a team of experts, and initiating strategic processes. This session will highlight
the case of one university`s innovative journey to developing a university-wide
leadership initiative; featuring a needs assessment and focusing on dimensions of
diversity that were integrated into the process and program.
Gardenswartz and Rowe (1995) posited three broad dimensions of diversity in
organisations: internal, external, and organizational that will be explored in this
session. The internal dimension includes an individual’s characteristics such as
gender, age, and intelligence, among others (Bruno, 2004). Most research on
diversity has been confined to this dimension looking at features such as age,
gender, ethnicity, and nationality among others (Andresen, 2007). Other key
elements of diversity such as learners` multiple intelligences (Gardner, 1999) must
be considered in program development.
While learning about internal diversity is important, it is not sufficient; there are
other dimensions of diversity that deserve further exploration. The external
dimension of diversity influences our value systems such as work experience,
education, income, marital status, and knowledge. Given the diversity represented
in every university, it is imperative that program developers take external variables
into consideration and identify appropriate strategies that address such diversity.
“Competitive advantages can be generated by integrating and using the spectrum of
capabilities, experience and knowledge of the staff in learning processes in an
optimised way” (Andresen, 2007, p. 743).
Beyond the individual level, we also must understand the diverse environments
within which our audience operates. The organisational dimension of diversity
includes contextual variables that determine the nature of one’s assignment,
workplace, field of work, seniority status, how people are selected for assignments
or developmental opportunities, and the reward system (McCall, 1994). The
influence of organizational culture on program development will be explored with
practical examples from our experience.
This session will inform attendees of the key diversity considerations to take into
account when developing programs. The audience will learn how to integrate these
dimensions of diversity in the key phases of program planning, needs assessment,
design, implementation, and evaluation.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: leadership development, leadership needs assessment, program
development, diversity dimensions, multiple intelligences
222 C5-5
Room: Arts 106
Friday, 9:30 - 10:20 am
Improving Student Performance in a First-Year Geography Course:
Examining the Importance of Computer-Assisted Formative Assessment
Kathi Wilson, Department of Geography, University of Toronto-Mississauga; Cleo
Boyd, Robert Gillespie Academic Skills Centre, University of Toronto-Mississauga;
Liwen Chen, Ontario Institute for Studies in Education; Sarosh Jamal, Department
of Geography, University of Toronto-Mississauga
Innovative Practice Track
Abstract:
Computers have become an increasingly important and popular platform for the
administration of tests within institutions of higher education. While they have
proven quite useful for summative evaluation (Crisp & Ward, 2008; Sheader,
Gouldsborough, & Grady, 2006), there is increasing recognition that computerassisted assessment can be used with great efficiency and effectiveness for formative
evaluation (Conole & Warburton, 2005; Crisp & Ward, 2008; Irons, 2008).
Building on this literature, the objective of this presentation is to discuss the
effectiveness of computer-assisted formative assessment in a first-year undergraduate
geography course with over 250 students. In particular, the presentation evaluates
the impact of computer-assisted multiple-choice practice tests on student
performance in the course as well as student opinions of this type of formative
assessment in two academic years (2008 and 2009). The multiple-choice questions
included in the formative assessment vary in their level of difficulty and range from
those that focus on knowledge and comprehension to those that focus on
application and analysis. While the use of the computer-assisted practice tests is
completely voluntary over 50 percent of students used them. Feedback
questionnaires from both academic years reveals that students are overwhelmingly
positive with over 95 percent indicating that the computer-assisted practice tests
assist them in identifying their strengths and weaknesses and help them prepare for
in-class midterms and final exams. Statistical analysis of in-class performance on
midterms in both 2008 and 2009 shows that students who use the computerassisted practice quizzes earn significantly higher grades (i.e., equivalent to three
letter grades) than those students who do not. The results of the research
demonstrate that computer-assisted formative assessment (in this case practice tests)
has a positive impact on student performance.
223 Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: computer-assisted assessment; formative assessment; practice tests;
learning strategies; universal design for learning
C5-6
Room: Arts 108
Friday, 9:30 - 10:20 am
Interdisciplinary Inquiry-Based Learning (IBL) in the First Year
University Classroom: Experiences, Outcomes and Potentialities
Peter Farrugia, Contemporary Studies, Wilfrid Laurier University - Brantford; Tim
Gawley, Contemporary Studies, Wilfrid Laurier University - Brantford
Innovative Practice Track
Abstract:
This presentation describes and shares the outcomes, experiences and issues cited
among students and instructors who recently participated in the delivery of an
inquiry-based learning approach to a first-year interdisciplinary university seminar.
Inquiry-based learning is an approach in which small groups of learners are
assigned brief thematically-based, problem-oriented research cases. Groups are
responsible for independently analyzing the components of the case from multiple
perspectives, completing the rigorous research necessary for addressing the case
and subsequently presenting their responses. The approach promotes diversity in
how groups design and deliver their final case responses: instructional intervention
is minimal. (Summerlee and Murray, 2010). It is believed the inquiry-based
approach can instill valuable learning skills in first-year students, strengthen student
engagement, encourage retention and motivate faculty (Kuh and Gonyea , 2003;
Ahlfeldt, Mehta, & Sellnow, 2005; Kuh, 2005; Murray and Summerlee, 2007)
Inquiry-based learning experiences among students and instructors were recorded
through the use of qualitative and quantitative approaches. Semi-structured
ethnographic interviews yielded findings from students and instructors about a) skill
acquisition , b) student involvement, c) the clarity of integrating interdisciplinary
academic approaches with inquiry-based learning, d) differences between inquirybased learning and other learning environments and e) structural and temporal
considerations in the delivery of the inquiry-based experience. Secondary data (i.e.,
grade point averages) were accessed to compare academic differences between
inquiry-based learning participants and students enrolled in traditional lecture-style
224 versions of the same course. Results suggest how the academic outcomes of inquirybased learning students, on average, are more positive compared to their noninquiry-counterparts. Cautionary notes regarding the quantitative results are
acknowledged in our presentation. Implications of these qualitative and quantitative
findings are assessed in relation to other recent Canadian postsecondary inquirybased learning experiences.
Learning Objectives:
• To offer an empirically-based account of an inquiry-based learning experience to
educators and (potential) administrators who may be unfamiliar with, curious or
skeptical about the design and delivery of this student-centred learning approach;
• Through their participation in an abridged inquiry-based learning scenario,
audience members will individually reflect on, and collectively exchange
perspectives about, the merits and challenges of this learning approach across
diverse contexts.
• We seek constructive feedback about any aspects of our inquiry-based learning
project. We especially welcome; - general or specific suggestions the audience can
share in helping us steer our ongoing (re)design and (re)delivery of inquiry-based
learning; - thoughts regarding any future theoretical and methodological directions
for our research
Session Description: The session will begin with a 15 minute presentation about the
inquiry-based learning project and its research. This includes the brief definition of
the project and research rationale, a summary of the research design and
methodology, presentation of results and conclusions.
The presentation is followed by a 20-25 minute discussion in which audience
members briefly interact with an inquiry-based learning case followed by a more indepth discussion about the implementation of IBL and its implications for learning
in higher-education contexts.
We will more exclusively devote the final 10 minutes of the session to more
informal interactions about the research results and subsequent discussions.
Theme: Transformational Curricular Design
Audience: Administrators; General
Keywords: inquiry-based learning; interdisciplinary instruction; skills development;
learning outcomes; student engagement; student performance
225 C5-7
Room: Arts 214
Friday, 9:30 - 10:20 am
Transformation versus assimilation: Real inclusive practice in Higher
Education
Judith Waterfield, Disability ASSIST Services, University of Plymouth; Vanessa
Fitzgerald, Widening Participation, University of Plymouth; Melanie Joyner,
Faculty of Health, University of Plymouth
Innovative Practice Track
Abstract:
This concurrent session will explore the strategic directions and practices required
to transform higher education into places of inclusive learning and teaching rather
than assimilating diverse students into pre existing approaches to teaching, learning
and supportive practice. Assimilation as an end is not befitting to the diversity of
students in the 21st Century and prevents a cultural shift to real inclusion. The
session will through a short presentation and an open forum for discussion share
innovative moves toward inclusive practice from the University of Plymouth in the
United Kingdom and participants will be able to compare progress, possibilities and
challenges. The session will focus on inclusive assessment, learning through
volunteering, credit bearing outreach work for students with diverse communities,
innovations in placement/employability practice within the curriculum and the
alignment of developments to key university strategies such as the Teaching and
Learning Action Plan and the university mission and values.
Participants will be able to:
• interrogate the varied theoretical foundations of assimilation, diversity
management and transformation as applied to practice aligned to strategic priorities,
• have the opportunity to compare and contrast different approaches to these
practices, benchmark their own institution and critically reflect on their own
engagment with the inclusion agenda and
• share best practice in this area.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers; General
Keywords: inclusive practice, inclusive assessment, accrediting student
volunteering, supporting employability, strategic alignment
226 C5-8
Room: Arts 210
Friday, 9:30 - 10:20 am
Teaching Multi-Level Language Courses: Tips and Tricks
Marla Arbach, Comparative Literature and Literary Theory, University of Santiago
de Compostela
Innovative Practice Track
Abstract:
In spite of our best efforts at creating placement tests or interviews, the reality of
second-language teaching often means teaching a group of students of varying
levels, which is only compounded by the fact that one student can test at four
different levels in each of the four skills (reading, writing, listening and speaking).
What can you do when faced with such a diverse student population? How can you
design lessons that challenge the stronger students without leaving behind the
weaker?
In his teaching manual How to Teach English (Harmer, 2007), Jeremy Harmer
identifies four main approaches to dealing with students of multiple levels: 1)
ignoring the problem--the students will figure out a way to work at a level
appropriate to each of them individually; 2) giving different material to students in
the same class, according to their level of ability; 3) grouping students so that the
stronger students help the weaker; and 4) giving the same basic material to everyone
but assigning different tasks on it based on students' level. As language teachers, do
we agree that each of these approaches could work in a particular situation? How
willing are we to adopt each of them, and why or why not? What are their
implications for assessing students' performance and, by extension, for the
coherence of our level designations?
In this workshop, we will analyze the pros and cons of each of these approaches
through small-group activities and plenary discussion. We will share our
experiences and compile a list of strategies that have worked for us and our
colleagues in the past. You will leave this session with a clearer understanding of
the challenges of teaching multi-level classes and equipped with a list of tips and
tricks that you can put to immediate use in your classroom.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: second language, language teaching, multi-level
227 C5-9
Room: Arts 109
Friday, 9:30 - 10:20 am
Expanding my teaching and learning horizon: Reflections of an early
career academic on professional development
Mellissa Kruger, University of South Australia
Organizational Change Track
Abstract:
At the beginning of my academic journey I held the belief that I would learn to
teach through the act of teaching itself. Ramsden's (2006) simplistic aim of
teaching, making students learning possible, resonated with me. Overtime
however, I came to reflect and question this aim within the context of my own
teaching, how was I making student learning possible? Through this self reflection I
discovered that my approach to teaching and learning lacked a theoretical
framework. This article reflects on the journey to expand my teaching and learning
horizon as an early career academic, through professional development. It will
explore and describe the professional growth and value of undertaking a Graduate
Certificate in Education (University Teaching), which aims is to provide highly
relevant in-service education for professional educators. Discussed in this reflection
are the theoretical and practical implications and outcomes of professional
development on my practice. Key to this discussion is student centred and student
engaged learning, flexible and online delivery in rural and regional Australia,
service learning, and assessment and evaluation in higher education.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: teaching, early career academic, professional graduate studies
C5-10
Room: Arts 105
Friday, 9:30 - 10:20 am
Practical Ideas for Assessment and Evaluation of Learning
Bernie Krynowsky, Vancouver Island University
228 Innovative Practice Track
Abstract:
There are many questions and challenges that arise when working with learners at
all education levels. At the post secondary undergraduate level, fair and accurate
assessment and evaluation is important to the learners. Their eyes and minds are
eagerly drawn to the course syllabus in terms of what will be assessed and
evaluated. The major purpose of this session is to have some practical ideas
presented and others generated collaboratively in order to provide not only
assessment alternatives but to provoke meaningful examination of philosophy and
biases. The session would be most relevant to undergraduate professors and
administrators.
Some of the questions explored are: What assignments do students find meaningful?
What are some strategies for effective assessment? How can we manage our time
and energy in assessment?, Are grades a deterrent to learning? Is a grade on
participation and or attendance valid? What are some strategies for dealing with
student challenges of a grade? What are other assessment issues, challenges, or
ideas? Participants will be actively engaged in this presentation by sharing ideas that
might be positive alternatives in their teaching and learning situations.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: assessment , evaluation
C5-11
Room: Arts 217
Friday, 9:30 - 10:20 am
How student writing changes in response to feedback
Iris Vardi, Curtin Business School Learning and Teaching Centre, Curtin University
Innovative Practice Track
Abstract:
Feedback is touted as a key way to improve student writing in the disciplines. But
what types of feedback make a difference and what types of changes do students
make in response to feedback? This session examines feedback and student
229 responses to feedback through three lenses: (i) the context in which the writing is
undertaken, (ii) the content demands of the task and (iii) the form of the writing
It also reports on a study which examined the impact of lecturer feedback on the
interplay between content, context and form in student writing through in-depth
linguistic analysis. It shows how feedback can change student texts in both positive
and negative ways. The session will examine the results and its implications for how
universities and lecturers interpret and improve students' academic writing within
the disciplines.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General; Educational Developers; Writing Centre Special Interest Group
Keywords: feedback, student writing, textual changes
C5-12
Room: Arts 212
Friday, 9:30 - 10:20 am
Facilitating Transition from Senior Nursing Student to Registered
Nurse In Practice: The Reverse-Interview Technique for Relationship
Building
Brendalynn Ens, College of Nursing, University of Saskatchewan; Susan
Bazylewski, Saskatchewan Ministry of Health and the College of Nursing,
University of Saskatchewan
Innovative Practice Track
Abstract:
Survey reports from Senior-level Baccalaureate Nursing Students during a 4th Year
Nursing Management Class indicated anxiety in taking the next step to meet and
connect with a Nursing Manager about prospective employment. To ease this
anxiety and to provide a relaxed forum for relationship building among NurseManagers and Senior Students, an interactive senior-level class assignment was
developed and implemented. The assignment required each student to interview a
Manager, at a pre-established interview time, location and date, about their current
roles, challenges, and leadership styles. Students were provided with sample
interview questions to guide their visit, but were encouraged to ask questions of
highest interest to them. Managers were encouraged to be open and forthright with
answers.
230 Methods (project/strategy/initiative description):
Following the interview, students were required to complete a short written paper
reflecting on the interview process and correlating their observations to leadership
styles learned in class. Results from the assignment were overwhelmingly positive
from both students and Managers.
Results:
Students reported less stress and anxiety associated with meeting a Manager for the
first time in a one-on-one situation, and appreciated the opportunity to frankly ask
questions about a specific clinical area or issue relevant to nursing management.
Managers reported feeling re-energized by seeing the interest expressed in their
roles by students, and welcomed opportunities to meet and connect with students in
a different setting other than for recruitment purposes. This 30-minute presentation
will highlight the reverse-interview process as a successful teaching strategy for
senior students and provide additional results from evaluative feedback.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: Educational Developers; College Educators Special Interest Group
Keywords: reverse interview; transitioning students to practice environments;
entry to practice
C5-13
Room: Arts 206
Friday, 9:30 - 10:20 am
‘Ways of knowing', ways of teaching: Ontology and Practice - Which
came first the chicken or the egg?
Dorothy Missingham, The School of Mechanical Engineering, The University of
Adelaide
Innovative Practice Track
Abstract:
Diversity can provide extended horizons for creating innovative educational
practice. However, in order to take advantage of this diversity it is important to have
an understanding of ontology. Ontology is a difficult concept for many people to
grasp; this concept is no less difficult for educators. Yet an understanding of
ontology, how others ‘are’, how they interpret the world and particularly an
understanding of our own individual ontology, is fundamental to learning and
teaching (Brook, 2009; Dall’Alba and Barnacle, 2007; Walker, 2008).
231 The principal aim of this session is to provide an alternative approach to
understanding diversity. Examining meanings of ontology, as well as other peoples
understanding of ontology will provide participants with the opportunity to ‘take
away’ various perceptions being and knowing. Additionally, practical
demonstrations of the effect of different ontological perspectives on pedagogical
practice will prompt participants’ creativity. At the same time the session will pose
the question “Which comes first, ontology or practice?” The session will provide a
brief historical overview of the shift in educational perspective within Australia and
will argue that this is ‘bound up’ with key figures whose personal ontology
influenced both policy and practice. The relationship that these key figures have
had with Canada will also be touched on.
The main emphasis of the presentation, however, will be on the active participation
of attendees in examining their own understanding of ontology and how this
understanding can help create innovative, inclusive and enjoyable learning.
Participants should be prepared to have some fun.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: ontology, diversity, learning and teaching, creativity, inclusive practice
C5-14
Room: Arts 200
Friday, 9:30 - 10:20 am
Inquiry into Practice: Lessons Learned from a Multi-year Initiative
Carol Rolheiser, Department of Curriculum, Teaching and Learning, Ontario
Institute for Studies in Education (OISE), University of Toronto; Kathy Broad,
Department of Curriculum, Teaching and Learning, OISE, University of Toronto;
Mira Gambhir, Department of Curriculum, Teaching and Learning, OISE,
University of Toronto; Mark Evans, Department of Curriculum, Teaching and
Learning, OISE, University of Toronto
Innovative Practice Track
Abstract:
This session highlights lessons learned in the design and implementation of a
research initiative - “Inquiry Into Practice” - that has been underway at the Ontario
Institute for Studies in Education (OISE), University of Toronto since 2002. Grants
232 are available to university instructors and K-12 educators for collaborative research
projects that support innovation in teacher education. Ultimately, the initiative
strives to improve teaching and learning in elementary, secondary and higher
education classrooms, with particular focus on students who are underserved. Key
institutional priorities guide the call for proposals, with the most recent grants
targeting the challenges and approaches to inclusive education in Canada.
The literature base on the scholarship of teaching and learning (SoTL) reflects
growing evidence of the importance of inquiry by classroom teachers for addressing
critical problems like the exclusion of English Language Learners in secondary
schools. “The scholarship of teaching and learning . . . involves systematic study of
teaching and/or learning and the public sharing and review of such work”
(McKinney, 2004). The initiative described here supports teams of university and
school district educators in studying critical problems of practice, in bringing
multiple perspectives together as a form of professional learning, and in
disseminating their findings in various forums (Darling-Hammond et al., 2009;
Broad and Evans, 2006; Hammerness et al., 2005).
This documentary account utilizes a qualitative approach (Merriam, 1998). Using
thematic coding, the processes and outcomes have been analyzed through review
of artifacts and documents (e.g., yearly project publications, ongoing project
meeting notes). The framework for analysis focused upon enablers, challenges,
effective practices, insights and areas for continued study.
Findings indicate that through engagement in application and classroom-based
research, university and K-12 instructors enhance their knowledge and deprivatize
instructional practice. They come to appreciate multiple perspectives and develop
shared understandings on how to improve student learning and foster new
communities of practice. An overall benefit is the development of curriculum that
reflects the practices emerging from the school-university.
Learning Objectives: Participants in this interactive session will:
• review key features of this multi-year initiative
• analyze, in pairs, one excerpt from the recent project publication “Reaching
Every Student Through Inclusive Curriculum Practices.”
• investigate the enablers, challenges and outcomes of the initiative, and the
potential of such professional activity on curriculum development and innovative
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers; Administrators; General
Keywords: inclusive curriculum practices; collaborative research; inquiry into
practice; scholarship of teaching and learning; innovation in teacher education
233 C5-15
Room: Arts 213
Friday, 9:30 - 10:20 am
Digital Storytelling and Diasporic Identities in Higher Education
Gail Benick, Faculty of Liberal Arts and Access, Sheridan Institute of Technology
and Advanced Learning
Innovative Practice Track
Abstract:
The increase in global migration has given rise to new concepts of citizenship and
belonging. Demographic shifts have created learning environments that are
increasingly diverse and susceptible to cross-cultural misunderstanding and
exclusion. At the same time, the structure of the classroom is changing, particularly
in higher education. The emergence of a new ecosystem of information sharing
supports the making, distribution and consumption of content faster and cheaper
than ever before, a phenomenon that has been described as an unprecedented jump
in expressive capacity. What tools are available to maximize educational benefit
from these twin forces of migration and technology? An approach that is gaining
acceptance across North America is digital storytelling which combines narrative
with images and sound to create student-generated multimedia productions. This
session will focus on the use of digital stories to authenticate multiple perspectives
in the classroom and create space for diverse voices in the teaching and learning
process. Participants will view digital stories created by students and divide into
small groups to explore the application of digital storytelling techniques in their
courses and educational settings. Research directions in the use of multimedia tools
in higher education will be considered.
Session Learning Objectives/Outcomes:
By the end of this session, participants will have an increased understanding of
● the evolution of digital storytelling, its educational usages and growing popularity
● the interactive potential of digital storytelling in higher education learning
environments
● the comparative advantages of digital storytelling assignments
● the range of skills used in creating digital stories
● the impact of digital storytelling on the development of inclusive and responsive
learning environments in higher education
Theme: Diversity and Inclusive Practice in Higher Education
234 Audience: Educational Developers
Keywords: digital storytelling, migration, inclusive learning environments,
multimedia tools
235 Alan Blizzard Award Plenary
Friday, June 17th
11:00 am to 12 noon
Arts 143
A presentation by the 2011 Alan Blizzard Award recipients from the
Interprofessional Problem-Based Learning program at the University of
Saskatchewan, University of Regina, and the Saskatchewan Institite of Applied
Science and Technology, as well as the presentation of the Alan Blizzard
Honourable Mention Award to the CMPUT 250 - Computers and Games - team
from the University of Alberta.
Saskatchewan Interprofessional Health Sciences Problem-Based
Learning Project:
Project Team Members:
•Peggy Proctor - School of Physical Therapy, University of Saskatchewan
(submission coordinator)
•Marcel D’Eon - College of Medicine, University of Saskatchewan
•Arlis McQuarrie - School of Physical Therapy, University of Saskatchewan
•Jane Cassidy - College of Pharmacy and Nutrition, University of Saskatchewan
•Doreen Walker - College of Pharmacy and Nutrition, University of Saskatchewan
•Nora McKee - Department of Family Medicine, University of Saskatchewan
•Pat Wall - College of Nursing, University of Saskatchewan
•Mary M. Peggy MacLeod - College of Nursing, University of Saskatchewan
•Darlene Scott - Nursing Division, SIAST Kelsey Campus
•Erin Beckwell - Faculty of Social Work, University of Regina, Saskatoon Campus
•Megan O’Connell - Clinical Psychology, University of Saskatchewan
•Krista Trinder - College of Medicine, University of Sasaktchewan
Abstract:
Since 2004, collaboration between two programs at the University of Saskatchewan
- Physical Therapy and Medicine - has grown into the “Multi Interprofessional
Problem-based Learning (iPBL) Project.” Our iPBL faculty leadership team has
successfully delivered many iPBL modules for hundreds and hundreds of health
science students from seven different programs and three post-secondary
educational institutions consistently over several years.
Initially Physical Therapy students participated in uniprofessional PBL modules on
Aboriginal Health and HIV/AIDS. They were joined first by Medical students and
then Pharmacy and Nutrition students. Nutrition and Nursing students (from the
Nursing Education Program of Saskatchewan which included the University of
236 Saskatchewan and the Saskatchewan Institute of Applied Technology) were asked to
become partners in a large “Multi iPBL Project” for 2006-07 which now included
three PBL modules (Aboriginal, HIV/AIDS, and Palliative Care). The growing iPBL
project added Clinical Psychology and Social Work (University of Regina) students
in 2007-08.
Since PBL fosters a motivational environment and facilitates collegial group work,
PBL is considered to be a key vehicle for effective Interprofessional Education (IPE).
PBL involves active learning; it is easier to accommodate within multiple curricula
compared to case discussions; and elements of cooperative and experiential
learning are intrinsic to the process.
Students work in small interprofessional groups with a trained PBL tutor. Due to
skyrocketing demand, five experienced tutors (three of them from our Team) made
the commitment to become tutor trainers. Since 2005, approximately 200 iPBL
tutors have been trained. To enhance the tutor training workshop experience, we
produced a video that illustrates key elements of a PBL tutorial. Tutor trainers and
experienced tutors also offer support, guidance and mentorship for tutors before and
after each iPBL session. Facilitators report that they feel well prepared, and students
have generally noted that facilitation is very good.
Using a validated survey, our data over several years indicate that students find iPBL
modules engaging, valuable, and cooperative. Students comment that they are
satisfied with the iPBL process and facilitation, and also offer suggestions for
improvement.
Student retrospective self-assessments show a considerable amount of learning
about the content of the iPBL modules and about other professions. Tutors also
report observing many exciting group interactions and strong learning.
We are committed to ongoing research in this emerging area. We have already
learned that group size and interprofessional composition had no appreciable effect
on group functioning or student satisfaction and/or learning. To our surprise we
have learned that tutors do not report additional challenges related to the
interprofessional nature of these PBL groups. We are currently developing an
instrument to quantify the experiences of interprofessional PBL tutors. In the future,
as per our regular process, we will continue to adapt in response to student and
tutor feedback. We have published journal articles and made conference
presentations, and will continue to engage in scholarly work pertaining to our
interprofessional PBL endeavors.
______________________________________________________________________
237 CMPUT 250 - "Computers and Games" project, University of Alberta:
Project Team Members:
•
•
•
•
•
•
•
•
•
•
•
•
•
Vadim Bulitko (core team and principal instructor)
Michael Bowling (core team)
Sean Gouglas (core team and submission coordinator)
H. James Hoover (core team)
Nathan Sturtevant (core team)
Jonathan Schaeffer (core team)
Richard Zhao (teaching assistant)
David Thue (guest lecturer)
Wayne DeFehr (guest lecturer)
Duane Szafron (guest lecturer)
Marcia Spetch (guest lecturer)
Teri Drummond (executive producer)
Kristopher Mitchell (executive producer)
Abstract:
The computer games industry in Canada has emerged as an important pillar of
Canada’s digital economy. In the past two decades, building games has become far
more than just programming, with story, art, and writing making up the majority of
the work. Game development now requires multidisciplinary teams that can work
together to create the diverse content required for a modern computer game. An
explicit need to expand educational opportunities for prospective game designers at
Canada’s Universities has created interesting pedagogical challenges.
In 2004, the Department of Computing Science at the University of Alberta
assembled a team of professors from Humanities Computing, Art & Design, and
Computing Science to design a second-year undergraduate course for students from
across all faculties to not only study the development and design of computer
games, but to build them. With consultation with our industry partners, BioWare
Inc. in particular, we created CMPUT 250: Computers & Games.
We created the course with the following goals:
•create an engaging and stimulating environment;
•use a collaborative problem-based model for learning the theory and practice of
computer
•games development;
•develop a tradition of industry-relevant authentic discourse incorporating the
traditions of CS, social science, and the arts;
•introduce students to the skills and practice of multidisciplinary teams;
•to situate the field of computer-based games within the social and the historical
context of games, society, and technology.
238 The course features interdisciplinary teaching, industrial partnerships,
multidisciplinary teams for the course project, peer-mentoring, and a novel
approach to project management. The course includes lecturers from Computing
Science, History & Classics, Anthropology, Creative Writing, Humanities
Computing, Education, Psychology, Industrial Design, and industry (usually
BioWare). The goal of each team is to create a short engaging fun game that follows
a design process similar to that found in industry, including the creation of design
documents, game pitches, and prototypes. Each team presents their games to their
peers, faculty, and industry experts, with an award show for the best games capping
the year’s efforts. We piloted the course in the 2005 winter term, and it has run
every term since then.
239 ________________________________________________________________________
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
240 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
________________________________________________________________________
241 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
________________________________________________________________________
242 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
243 ________________________________________________________________________
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
________________________________________________________________________
244 ________________________________________________________________________
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
245 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.
246 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.
247 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
248 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
249 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.
250 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
251 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
252 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
253 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
254 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
255 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
256 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
257 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
258 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.
259 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
260 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
261 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
262 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.
263 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
264 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
265 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
266 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
267 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
268 Concurrent Session Seven
Friday, June 17, 2:30 – 3:20 pm
C7-1a
2:30 - 2:55 pm
Room: Arts 102
New Horizons of Diversity and Inclusivity: An Introduction to Integral Education
Robert Lapp, Department of English, Mount Allison University
________________________________________________________________________
C7-1b
2:55 - 3:20 pm
Room: Arts102
Indigenous Students' Acquisition of Academic Language: Trends, Research, Theory
and Practice
Gail Ann MacKay, University of Saskatchewan
________________________________________________________________________
C7-2a
2:30 - 2:55 pm
Room: Arts 211
Transformations: Exploring how a portfolio process mediates the change from
chemical engineering student to chemical engineer
Penny Kinnear- Applied Science and Engineering, Engineering Communication
Program, University of Toronto; Deborah Tihanyi- Applied Science and Engineering,
Engineering Communication Program, University of Toronto
________________________________________________________________________
C7-2b
2:55 - 3:20 pm
Room: Arts 211
Rethinking the Nature of the "Good Answer" in Case-Based Learning Context
Genevieve Gauthier, Educational Psychology, University of Alberta
________________________________________________________________________
C7-3
2:30 - 3:20 pm
Room: Arts 101
You Can't Go Home Again – insiders, outsiders and tales of re-entry, transition and
return
Lorne Adams, Physical Education and Kinesiology, Brock University; Maureen
Connolly, Physical Education and Kinesiology, Brock University
269 ________________________________________________________________________
C7-4
2:30 - 3:20 pm
Room: Arts 104
Making the Scholarship of Teaching and Learning public: Getting your SoTL work
published (Part 2)
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, University of Saskatchewan; Ken N. Meadows, Teaching and
Learning Services, The University of Western Ontario
________________________________________________________________________
C7-5
2:30 - 3:20 pm
Room: Arts 106
Multiple Identities, Multiple Cultures: How do the social attitudes of educators
impact on the holistic student experience?
M. Angel Brown, Theory and Policy Studies in Higher Education, OISE/University of
Toronto
________________________________________________________________________
C7-6
2:30 - 3:20 pm
Room: Arts 108
Emotions, Feelings, Commitment, Creativity: Process Approaches to Teaching and
Learning
Howard Woodhouse, University of Saskatchewan; Edward Thompson, University of
Saskatchewan; Mark Flynn, University of Saskatchewan; Robert Regnier, University of
Saskatchewan
________________________________________________________________________
C7-7
2:30 - 3:20 pm
Room: Arts 214
The Great Divide? Teaching vs. Research in the 21st-Century University
Elizabeth A. Wells, Music, Mount Allison University; Robert Summerby-Murray, Arts
and Sciences, Dalhousie University; Angie Thompson, Human Kinetics, St. Francis
Xavier University; Baljit Singh, Veterinary Medicine, University of Saskatchewan;
Brent MacLaine, English, University of Prince Edward Island
________________________________________________________________________
270 C7-8
2:30 - 3:20 pm
Room: Arts 210
Developing a 'plunge' into a new program and profession
Arlis McQuarrie, School of Physical Therapy, University of Saskatchewan; Peggy
Proctor, School of Physical Therapy, University of Saskatchewan
________________________________________________________________________
C7-9
2:30 - 3:20 pm
Room: Arts 109
The Big C x 2 to Untie the Right Brain and Create Innovative Programs that Embrace
Diversity in Higher Education
A. Helene Robinson, Deparment of Human Services and Counseling, St. John's
University
________________________________________________________________________
C7-10
2:30 - 3:20 pm
Room: Arts 105
Broadening Horizons: Examining Creative Approaches in Framing Graduate Student
Teacher's Philosophy Statements
Tereigh Ewert-Bauer, Kim West, Kim Ennis, Cheryl Hoftyzer, Carly S. Priebe, Mayya
Sharipova, University of Saskatchewan
________________________________________________________________________
C7-11
2:30 - 3:20 pm
Room: Arts 217
Growing Change with a Learning Charter: A Guide for Stewardship of Teaching and
Learning
Donna Goodridge, College of Nursing, University of Saskatchewan; Richard Long,
Edwards School of Business, University of Saskatchewan; Dirk Morrison, College of
Education, University of Saskatchewan
________________________________________________________________________
C7-12
2:30 - 3:20 pm
Room: Arts 212
Mentorship: A panacea for workplace learning?
Linda Ferguson, College of Nursing, University of Saskatchewan; Noelle Rohatinsky,
College of Nursing, University of Saskatchewan; Anna Mae Sewell, College of
271 Nursing, University of Saskatchewan; Tracie Risling, College of Nursing, University of
Saskatchewan
________________________________________________________________________
C7-13
2:30 - 3:20 pm
Room: Arts 206
Modularisation reform and curriculum design: Education Strategy at University
College Dublin
John Dunnion, School of Computer Science and Informatics; Hilda Loughran, School
of Applied Social Science; P.J .Purcell, School of Architecture, Landscape & Civil
Engineering, University College Dublin
________________________________________________________________________
C7-14
2:30 - 3:20 pm
Room: Arts 200
From there to here and here to there: Is SoTL impact everywhere?
Nicola Simmons, Centre for Teaching Excellence, University of Waterloo
________________________________________________________________________
C7-15
2:30 - 3:20 pm
Room: Arts 213
Social Networking, Teacher Education and the Academy
Diane P. Janes, Education Department, School of Graduate and Professional Studies,
Cape Breton University
________________________________________________________________________
272 Concurrent Session Seven
C7-1a
Room: Arts 102
Friday, 2:30 - 2:55 pm
New Horizons of Diversity and Inclusivity: An Introduction to Integral
Education
Robert Lapp, Department of English, Mount Allison University
Research Track
Abstract:
What would it be like to really teach the “whole person”? – to really reach the
whole class, even those most at risk? What would it be like to integrate our most
deeply held personal values with our daily practice in the classroom? These are
questions I have asked myself for years, and I now believe I have found in “Integral
Education” a set of perspectives and approaches–and experiences–that comes
closest to answering them. Integral Education is an emergent field of both theory
and practice that proposes an ambitious extension of the horizons of diversity and
inclusivity. Founded on the Integral Philosophy of Ken Wilber, it has been recently
consolidated in the book Integral Education (SUNY 2010), which notes that this
approach “draws broadly from an array of mainstream, alternative, and
transdisciplinary sources of knowledge” (4). The adjective “Integral” denotes both
an informed integration of best practices and a recuperation of the most authentic
senses of “holism.” Most importantly for me, it plausibly integrates the wisdom of
the contemplative traditions with the scholarship of developmental and evolutionary
psychology. It redresses the current imbalance created by an emphasis on metrics
by paying close attention to the evolving inner experiences of both teacher and
learner, while keeping firmly in view the “situatedness” of every teaching moment
in the dual contexts of cultural values and social formations.
This session offers a brief, interactive introduction to Integral Theory and its
application to higher education, along with a review of current research into the
utility of Integral Education and the challenges it faces in embracing diversity with
effective inclusivity. Imagine the VARK theory of learning styles raised to the power
of ten, and you get some sense of the diversity invoked by Wilber’s signature
“AQAL” approach. This acronym refers primarily to “All Quadrants” of a simple
four-cell matrix that plots the inner and outer dimensions of both the individual and
the collective. Within each cell or quadrant is also mapped “All Levels” or stages of
273 development, as well as “all lines” of development (such as cognitive, emotional,
spiritual), “all states” (eg., of consciousness) and “all types” (eg., male and female) .
The result is an extremely well-crafted lens through which to discern the diverselysituated perspectives potential in every learning ecology, with the goal of fostering
ever more informed and compassionate interactions and ever more appropriate and
transformative teaching strategies. I will conclude with a series of such strategies
that I have developed for my courses in English Literature.
By drawing attention to both our consciousness and our embodiment, and by
keeping in view our immersion in both the “space” of shared meanings and the
material web of social systems, Integral Education points us toward the multiple
dimensions of the “here and now” and the horizons of diversity–in us, in our
students, and in the occasions of learning that we strive each day to enact in the
classroom.
Work Cited:
Esbjörn-Hargens, Sean, et al., eds. Integral Education: New Directions for Higher
Learning. Albany: SUNY Press, 2010
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: integration, integrate, inclusivity, diversity, ecologies of learning,
developmental psychology, consciousness, introspection, inter-subjectivity
C7-1b
Room: Arts102
Friday, 2:55 - 3:20 pm
Indigenous Students' Acquisition of Academic Language: Trends,
Research, Theory and Practice
Gail Ann MacKay, University of Saskatchewan
Research Track
Abstract:
This paper describes recent trends and issues of teaching Standard English as an
academic language to Aboriginal students and highlights research, theory, and
practice that potentiate the efforts of Aboriginal learners, teachers, and institutions of
higher education. It suggests these recent trends and developments will give force to
274 the next wave of inquiry, scholarship, and teaching that honours diversity and
promotes Aboriginal learners’ retention and academic success.
Teaching English as a second dialect, Indigenous literacy, and cultural rhetorics are
recent trends that follow the principles of social justice, liberation pedagogy, and
Indigenous peoples’ human right to self-determination (Sterzuk, 2007, Edwards,
2010, Powell, 2002, Baca, 2008, Womack, 1997). Two pressing issues are the
elevation of Aboriginal Englishes to language status, and attending to the specific
ecologies of language acquisition for Aboriginal students (Urstad and Pryce, 2010).
The research on Aboriginal Englishes, and theories of second language acquistion as
adapted by Creole linguistics offer an orientation to the challenge of affirming the
linguistic heritages of Aboriginal students and facillitating their development of an
academic written discourse in standard English (Ball, Barnhardt, 2010, Fadden and
LaFrance, 2010, Clachar, 2003). Finally the examples of teaching literacy to
Indigenous learners in bidialectal programs and mulitlingual contexts highlight how
faculty and programs may work to support the language learning process of
Aboriginal students in higher education (Anonson, 2008, Cooper, 2006).
This work is important because it speaks to the explicit language training needed for
Aboriginal students and the linguistic training needed for their instructors. Teacher
training programs, writing centres, tutor helpers, and access programs can benefit by
valuing the ecology of Aboriginal Englishes, and by considering how language and
literacy instruction may be tailored to meet the unique needs of Aboriginal students.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Writing Centre Special Interest Group; General; College Educators
Special Interest Group
Keywords: english language learning and aboriginal learners, aboriginal englishes,
english as a second dialect
C7-2a
Room: Arts 211
Friday, 2:30 - 2:55 pm
Transformations: Exploring how a portfolio process mediates the
change from chemical engineering student to chemical engineer
Penny Kinnear, Applied Science and Engineering - Engineering Communication
Program, University of Toronto; Deborah Tihanyi, Applied Science and
Engineering - Engineering Communication Program, University of Toronto
275 Research Track
Abstract:
The Department of Chemical Engineering and Applied Chemistry (CHE) at the
University of Toronto uses two portfolios completed during the students’ second and
third years as one measure of their communication competence as required by the
Canadian Engineering Accreditation Board (CEAB). The portfolios facilitate more
than the enhancement of communication skills–students begin to develop a sense of
their professional selves as engineers. As part of a longitudinal study, we are
investigating the way the process of putting together the portfolio, having it
evaluated and revising it mediates the transformation of students, from novices to
full participants in the professional engineering community (Lave & Wenger, 1991),
a transformation shared by other professions.
The student body in CHE reflects a diversity of culture, language, experience,
education and gender as do the Engineering Communication instructors, many of
whom bring a Humanities background to their work. As students enter the CHE
culture–a precursor to the professional community–they both shape and are shaped
by this culture. The portfolio process allows students to reflect on their learning
inside and outside the university and use that reflection to position themselves
within engineering practice. The key in devising the curriculum is a privileging of
multiple perspectives, of students’ prior experiences and voices and a space where
they can synthesize the elements of foundational engineering knowledge.
The notion of foundational engineering knowledge has also changed, with
accreditation and licensing bodies acknowledging the importance of both technical
and professional (or “soft”) skills, such as team work, communication, ethics and
life-long learning (CEAB 2009). This attests to the notion that a community responds
to both the context and what individual members bring to that community. The
culture of CHE is responsive to these changes and has been at the forefront of the
development of programs in communication and leadership.
We will present our preliminary findings of how CHE culture is defined and the
activities/experiences that have facilitated or inhibited entry into that culture,
notably the role of reflection. Because this is the beginning of a longitudinal study of
the portfolio process, we are interested in learning how other professions
understand, conceptualize and facilitate this transformation. Thus, a key element of
our presentation includes a mapping activity that encourages participants to
examine ways in which they facilitate entry into professional communities of
practice.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
276 Audience: Educational Developers; General
Keywords: portfolio, assessment, reflection, professional identity, community of
practice
C7-2b
Room: Arts 211
Friday, 2:55 - 3:20 pm
Rethinking the Nature of the "Good Answer" in Case-Based Learning
Context
Genevieve Gauthier, Educational Psychology, University of Alberta
Research Track
Abstract:
The use of cases in higher education offers the potential to meet the challenges of
today’s evolving knowledge systems by showing students how their curriculumbased knowledge can be applied and adapted in practice. Yet, the assessment of
case-based approaches poses a critical challenge to current educational assessment
practices. (Lundeberg & Yadav, 2006; Sykes & Bird, 1992; Williams, 1992).
Teaching students the correct answer is not the goal of case-based learning; instead,
one of its core goals is to teach the reasoning and decision-making processes
involved in complex problem solving. To better support this objective, this research
explores the problem solving processes, thinking and reflection of experts while
solving cases. Their performance is compared to develop a better understanding of
the important components leading to acceptable answers.
This expertise study examines the nature of competent performance by using a
contextual approach to the study of competent problem solvers. The reasoning and
decision-making processes of five medical expert teachers were analyzed in details
through a cognitive task analysis. The goal was to sample and represent optimal
reasoning processes leading to acceptable answers for three clinical cases. Visual
representations of the reasoning processes were constructed and used with the
experts to validate and evaluate their own reasoning processes. Findings indicate
that even if experts do not solve cases in the same way, their evaluative judgments
are coherent with each other about what constitute the key elements needed to
reach an acceptable answer. Their reflections informed a good proportion of the
variability in the process of their case resolution for each case. These key elements
can inform process measures and feedback mechanisms to design meaningful
assessment that reinforce that how to solve a problem is as important as getting “the
answer”. At the practical level, visual representations combining expert solution
277 processes for specific cases provide meaningful assessment and teaching tools to
foster multiple perspectives on how to reach an acceptable answer.
In this session we begin by articulating how case based learning challenges current
assessment practices that focus on outcomes. We then present a research project
exploring the reasoning processes of experts’ case resolution. After communicating
results and implications, we will engage in a discussion with the audience about the
challenges and benefits of process measures in case based learning contexts.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: assessment; case-based learning; medical education
C7-3
Room: Arts 101
Friday, 2:30 - 3:20 pm
You Can't Go Home Again – insiders, outsiders and tales of re-entry,
transition and return
Lorne Adams, Physical Education and Kinesiology, Brock University; Maureen
Connolly, Physical Education and Kinesiology, Brock University
Organizational Change Track
Abstract:
People who work in universities and colleges invariably hold a variety of roles,
sometimes sequentially, sometimes simultaneously: teacher, learner, researcher,
administrator, and so forth. Some of these roles require that a person leave a
department for a period of time to take on other responsibilities within the
institution, some roles allow persons to take leave from the department or institution
for maternity or parental leave, medical leave, sabbatical leave, educational leave or
administrative leave, to name but a few.
Then, after these leaves, people come back.
The authors of this proposal are taking up this experience of “coming back”. Each of
us is returning to a department after 10 and 5 years of responsibilities in other roles,
while continuing to maintain our teaching, albeit in a reduced fashion, during those
years. Our emotional responses since returning have run the gamut of feeling
278 disconnected, irrelevant, and invisible to feeling excited, hopeful and fulfilled. Our
challenges include responding to a next generation of learners and their
expectations and profiles, negotiating departmental politics with new colleagues
who were hired after our leaves began, re-orienting ourselves to reduced access to
previously taken for granted consultation and information flow, and re-orienting to
different scheduling freedoms and constraints. Our experiences resonate with
Brookfield’s (1995) explorations of imposter syndrome and cultural suicide and his
cogent commentary on the challenges to critical reflective practice, Schon’s work
on the reflective turn (1987, 1991), and Bain’s call for transformation in the
postmodern era ( 1997). Participants at the session will engage in several think-pair
share guided activities to familiarize them with the aforementioned theorists, as well
as a simulation of a “power circle”, and small group responses to scenarios.
Needless to say, we assume we are not alone in our re-entry angst and joy, this state
of both necessary and unsettling liminality. Hence, this session addresses diversity
and inclusion using a slightly different “take” : a) that issues relating to leaving and
returning are emblematic of typically experienced behaviours relating to respectful
workplace and learning environments and b) that these have the potential to be
needlessly disenfranchising , denying teachers, scholars and learners the
opportunity for meaningful transformation and critical reflection. While our
experiences with returning have, unfortunately, been disappointing and even
disillusioning, we do not believe that this is necessarily the case across the board.
We would like to invite participants to join us in discussing issues and tensions
relating to taking leaves and coming back and to generating suggestions and
recommendations for dignified and meaningful re-engagement.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: transition, liminality, inclusion/exclusion, respectful workplace and
learning environment
C7-4
Room: Arts 104
Friday, 2:30 - 3:20 pm
Making the Scholarship of Teaching and Learning public: Getting your
SoTL work published (Part 2)
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,
279 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
C7-5
Room: Arts 106
Friday, 2:30 - 3:20 pm
Multiple Identities, Multiple Cultures: How do the social attitudes of
educators impact on the holistic student experience?
M. Angel Brown, Theory and Policy Studies in Higher Education, OISE/University
of Toronto
Innovative Practice Track
Abstract:
280 Session Description: New employees and seasoned educators who work in colleges
and universities in Canada are invited to join this session. While institutions expect
newcomers to learn and adopt required roles, are new individuals shaping their
own experiences and also changing the existing normative cultures and structures?
Austin and McDaniels (2006, p. 408) suggest that a ‘postmodern view of
socialization recognizes the unique contributions brought to the academy by each
newcomer and seeks to absorb novices into the traditional habits, norms, and
behaviours of the academy , while honouring their contributions in ways that
enable their presence to change the academy’. Schlossberg, Waters, and Goodman
(1995) outlined four factors that influence people’s abilities to cope with transition:
situation, self, support, and strategies. Connect with other reflective scholars as we
engage in a creative exercise and take part in action research about our institutional
roles.
Learning Outcomes: Each attendee will leave this session with strategies to use
personally and in their institutions. They will also experience a better understanding
of concepts to improve administration and practice :
• Multiple Dimensions of Social identity
• Socialization strategies in PSE
• Multicultural attitudes, knowledge, and skills
• Professional Identity Development
Format: Participants will have the opportunity to explore innovative practices
through the use of role plays, group work, and individual reflection to address the
influence of student’s multiple developmental relationships on their professional
identity development. Through these exercises, each individual will also gain a
better appreciation of the ‘other’.
Conclusion: Austin and McDaniels (2006, p. 449) state that ‘if universities and
colleges are to have the kind of faculty requisite for meeting the needs of a complex
society, people who are diverse in gender, [social identity], race, ethnicity, and
intellectual interests and abilities, then the socialization process that occurs in the
graduate school [experience] must welcome and support a wide array of people’.
This requires the commitment of faculty members, department chairs, graduate
school leaders, administrative staff, disciplinary communities - educators in postsecondary institutions. The organizational effectiveness of employees working in
colleges and universities impacts on the student experience. What am I going to do
differently?
Theme: Diversity and Inclusive Practice in Higher Education
Audience: TA Developers Special Interest Group; College Educators Special
Interest Group; Administrators
281 Keywords: multicultural change; socialization; professional identity
C7-6
Room: Arts 108
Friday, 2:30 - 3:20 pm
Emotions, Feelings, Commitment, Creativity: Process Approaches to
Teaching and Learning
Howard Woodhouse, Process Philosophy Research Unit , University of
Saskatchewan; Edward Thompson, Process Philosophy Research Unit, University of
Saskatchewan; Mark Flynn, Process Philosophy Research Unit, University of
Saskatchewan; Robert Regnier, Process Philosophy Research Unit, University of
Saskatchewan
Innovative Practice Track
Abstract:
Objectives:
1. The main goal of the session is to introduce to the audience an approach to
teaching and learning based on the process philosophy of Alfred North Whitehead
that flows from our own reflections and experiences.
2. The focus of the session will be on the importance of creativity, rhythm, courage,
and value in teaching and learning from the perspective of Whiteheadian process
thought.
3. The session will demonstrate how the scholarship of Whiteheadian process
philosophy has evolved in the practice of teaching and learning of the presenters,
and fostered new understandings in their research and scholarship during twenty
years of international publication and presentation (Riffert, 2005).
4. The session will enable the audience to understand how this innovative
theoretical approach appreciates students’ feelings, emotions, creativity, and
commitments as the baseline of their learning, and is consistent with universities’
current interest in improving the learning experience of students.
5. Each panelist will present for 8 minutes, and the audience will participate in a 20
minute discussion period.
Process philosophy holds that all of reality is “connected and constantly creative”,
and not a dead, disjointed mechanism. In the classroom, integrating process and
product enables the best education. Students and faculty can become live creators
with actual histories, feelings, and alluring possibilities, which can be tapped to
build rhythm, courage, valuation, and creativity as they engage in novel ways of
learning.
282 Creativity is unpredictable, but it can be fostered with proper attitude and
atmosphere, and sensitively chosen exercises and challenges. These can activate the
pre-existing, natural propensities and abilities of the engaged student to produce
interesting projects which reflect, test, and extend the tools of the subject matter,
while enlisting the student as a new practitioner of the discipline.
For Whitehead, the process of learning flows from the rhythmic cycles of freedom
and discipline (Whitehead, 1957). The cycles comprise an alternating emphasis on
freedom to explore new ideas, self-discipline to understand their structure, and a
broader freedom enabling a creative application of ideas to experience. Where the
rhythmic cycles are absent, learning becomes a superficial exercise in which ideas
are rendered inert having no personal meaning for the learner.
In contrast to teaching values, the function of teaching should facilitate learning as
processes of valuing in which learners select what they find most meaningful and
worthwhile. A process cosmological framework, which enables the creative selfemergence of learners, will be illustrated through examples from pedagogy and
curriculum design.
Moral courage as a commitment to stand up for one’s beliefs in the face of adversity
is an integral part of teaching and learning. Posing questions wherever they may
lead often gives rise to an awareness which challenges conventional wisdom.
Process pedagogy invites faculty and students to engage in critical and imaginative
inquiry as essential to worthwhile teaching and learning.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: creativity, rhythm, courage, valuation, emotions, feelings
C7-7
Room: Arts 214
Friday, 2:30 - 3:20 pm
The Great Divide? Teaching vs. Research in the 21st-Century
University
Elizabeth A. Wells, Music, Mount Allison University; Robert Summerby-Murray,
Arts and Sciences, Dalhousie University; Angie Thompson, Human Kinetics, St.
Francis Xavier University; Baljit Singh, Veterinary Medicine, University of
Saskatchewan; Brent MacLaine, English, University of Prince Edward Island
Organizational Change Track
283 Abstract:
Boyer’s Scholarship Reconsidered (1990) outlined a new way of evaluating and
valuing scholarly work in the university, presenting a paradigm that would allow
universities to move forward with a broader definition of scholarship that valued
teaching and research on teaching as highly as it values disciplinary research. Since
the publication of Boyer’s book, however, many have felt that universities have not
moved as far in this new direction as they had hoped. Indeed, the perceived
division between teaching and research continues to be prevalent in our universities
as binary opposites and faculty often feel pressured to choose one over another as
the focus of their scholarly work, time, and energy. Is the chasm between teaching
and research as wide as some experience it? Has integration of research into
teaching practice been achieved by a large number of scholars? Is there, in fact, a
firm relationship between teaching excellence and research excellence? Can
scholars be promoted on the strength of their teaching or scholarship on teaching,
or does performance in disciplinary research still remain the only route to
recognition, reward, and promotion in the 21st century university? This session
brings together 3M Teaching Fellows from the arts, humanities, sciences, and social
sciences for a panel discussion and interactive session to discuss the state of the art
of the teaching/research divide in today’s universities.
Format and Interactivity: Participants will be asked to consider their own allocation
of time and focus on teaching, research, and administrative service and to discuss
how this balance is, or is not, achieved. They will also be invited to discuss how
teaching and research are rewarded or recognized in their own and other
institutions, and what this reveals about the current academic atmosphere. Panelists
and participants alike will be asked to consider and discuss new paradigms,
objectives, or action to bring teaching into the forefront of faculty activities and
energies in the university and how teaching and the scholarship of teaching and
learning will shape the future of the Canadian university.
Theme: Institutional Leadership of Teaching and Learning
Audience: General
Keywords: sotl, research, administration, tenure and promotion
284 C7-8
Room: Arts 210
Friday, 2:30 - 3:20 pm
Developing a 'plunge' into a new program and profession
Arlis McQuarrie, School of Physical Therapy, University of Saskatchewan; Peggy
Proctor, School of Physical Therapy, University of Saskatchewan
Innovative Practice Track
Abstract:
Students entering a new post-secondary professional program need to understand
the nature of the chosen profession sufficiently in order to effectively apply theory
specific to the profession. To this end, the School of Physical Therapy, College of
Medicine, University of Saskatchewan incorporated an innovative curricular
approach in the first three weeks of a new Master of Physical Therapy (MPT) ‘entryto-practice’ program in August, 2007. This first three weeks we titled ‘the plunge’.
This MPT is an intense program, 24 months and 6 weeks in length. It is divided into
10 modules and is delivered across the 12 month calendar year with only 6 weeks
of student time off per annum; 2 weeks at Christmas and 4 weeks from mid-July to
mid-August. The first 3 weeks of the MPT were designed to give the students a
strong base of understanding about health systems, the physical therapy profession,
and the values and generic skills associated with being a health professional. To
achieve this we designed the first three weeks of the program, the ‘plunge’, to
incorporate a unique model of early experiential learning. The primary objective
was to stimulate student engagement in learning about the profession and health
care systems. A graphic model of the MPT program, showing the structure of the
first three weeks of the ‘plunge’, and its relationship to the MPT as a whole, will be
presented.
The first three weeks of the MPT consists of only two courses: PTH 861- Professional
Practice I (PP I), and PTH 850- Clinical Practice I (CP I). PP I consists of 50 hours of
theory and seminar content. PP! includes the theory related to essential frameworks
for the practice of physical therapy. CP 1 consists of 37 hours of experiential
learning in actual physical therapy clinical settings, and focused, interactive debriefing related to the clinical experiences. In CP 1 students attend for 4 different
clinical visits. The first visit is a half day and the subsequent three visits are all full
days. Students are assigned in pairs to a different clinical setting with a different
student colleague with each visit. Together CP 1 and PP 1 constitute the ‘plunge’.
These two courses are fully integrated as the theory being delivered in PP I is
immediately applied in CP 1 clinical visits. The content of the ‘plunge’ and
285 objectives for the two courses involved will be described in detail in the
presentation.
Evaluation outcomes for four iterations of the ‘plunge’ will be presented. The
primary objective of the presentation is to encourage exploration of alternative
models for early student experiential learning and its integration with a more
traditional program curricular delivery. We will engage the participants in
interactive discussion of the benefits and challenges of such an experiential learning
model and other models for early experiential learning.
Theme: Transformational Curricular Design
Audience: General
Keywords: experiential learning, integrated theory and practice
C7-9
Room: Arts 109
Friday, 2:30 - 3:20 pm
The Big C x 2 to Untie the Right Brain and Create Innovative Programs
that Embrace Diversity in Higher Education
A. Helene Robinson, Deparment of Human Services and Counseling, St. John's
University
Innovative Practice Track
Abstract:
Developing collaborative and cooperative skills is becoming increasingly important
in the field of teacher education (Novoa, 2004). Not only must student teachers be
prepared to collaborate with their cooperating teacher, but they must develop a
posture of cultural reciprocity to be able to effectively work with other professionals,
parents, and students who are from diverse cultures (Kalyanpur & Harry, 1999). In
addition, professional teacher communities appear to be positively related to
student learning, teacher learning, and teacher practice and school culture. Teacher
collaboration is a significant element of these communities. In both pre-service and
in-service teacher training, collaborative skills should be addressed. One way is to
include reflection-oriented, collaborative learning tasks supported with technology.
Structured tasks, which require critical reflection on personal experiences and
perspectives, trigger task-related communication and a deep level of information
exchange. (Lockhorst, Admiraal, & Pilot, 2010). Shockley, Bond, and Rollins (2008)
286 stress the importance of community building, individualization, and developing a
sense of agency in teachers.
This session will provide an example of one innovative solution in program
development and teaching methodology to address the diverse needs of teacher
educators throughout various geographical locations in Florida through a
collaborative multi-university, muti-agency teacher training program titled "Untie
the Right Brain" and funded through one collaborative grant. Innovation is driven
out of need, and Dr. Robinson will share how she identified the needs at her
university and then utilized creativity and collaboration to begin the collaborative
effort to obtain the grant and then to facilitate, design, and teach in a new M.Ed.
program in Arts and Academic Interdisciplinary Education. Program content and
delivery were both planned around the diverse student population within the multiuniversity collaboration, with each university designing diverse programs to address
the specific needs of their population but with the same concept of arts integration.
Collaboration also occurred within each university between the College of Arts and
Science and the College of Education. In addition, teachers were required to
collaborate as coaches in their schools to train and support others in increasing arts
integration in their schools. Dr. Robinson will share how she devised one degree
program to meet the diversity in teacher demographics, teacher certifications, and
grade level differences. She will also share how her teaching pedagogy methods
changed to include more collaborative, arts integrated, and inquiry based learning
methods. Participants will then apply collaboration and creativity to address
diversity challenges at their institution of higher education.
The learning outcomes of this session are that the participants will be able to
explain and apply the creativity and various levels of collaboration that are required
in order to successfully meet the needs of diverse learners in higher education with
limited resources. One example of a creative and collaborative program along with
a brief summary of research on effective professional development for teachers will
be shared. Participants will brainstorm in groups to identify challenges faced at the
university, department, program, teacher, and student level with the rise in diverse
populations at their institutions of higher education. Participants will then create
solutions to these challenges by identifying purposeful collaborations both internally
and externally at all levels to create stronger collaborative partnerships,
interdisciplinary programs, and differentiated instruction to be able to meet the
diverse needs of all learners. Attendees will be participating actively throughout the
session through the presenter’s use of active student response techniques and group
work.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: College Educators Special Interest Group; Educational Developers;
Administrators; General
287 Keywords: collaboration, curriculum development, interdisciplinary, mutiuniversity collaboration, program design, teaching methods, mutl-agency
collaboration, diverse demographics, diverse community resources, arts
integration, inquiry based learning
C7-10
Room: Arts 105
Friday, 2:30 - 3:20 pm
Broadening Horizons: Examining Creative Approaches in Framing
Graduate Student Teacher's Philosophy Statements
Tereigh Ewert-Bauer, Kim West, Kim Ennis, Cheryl Hoftyzer, Carly S. Priebe,
Mayya Sharipova, University of Saskatchewan
Innovative Practice Track
Abstract:
A teaching philosophy statement has many elements of a story: it showcases a
teacher’s beliefs, values, history and development, showcases transformative
moments, and provides a perspective on what a teacher believes about how
students best learn. However, it can be challenging for new faculty members or
graduate student teachers with limited teaching experience to begin to articulate
their beliefs and values and provide evidence of their teaching effectiveness. Using
divergent reflective thinking strategies is one way to help new teachers define their
parameters of their story, organize and focus their main points, and decide which
medium is best used to frame their story.
This session will explore the various divergent reflective thinking approaches
introduced in the course GSR 989: Introduction to University Teaching at the
University of Saskatchewan and the resulting creative approaches used by graduate
student teachers to write their first teaching philosophy or “story.” Participants will
be asked to actively engage in this session by creating rough storyboards or sketches
of their own teaching philosophies: identifying a headline (central theme, word, or
image that addresses the heart of their philosophy), one or two visuals that capture
important themes or emotions (poems, metaphors, photographs, text), and links
(sequences, maps) that illustrate the connections between the various elements of
their stories.
Storyboarding is a technique that has been used widely by teachers to help identify
main and supporting details in pre-written narratives, or to frame and organize
thoughts, beliefs, and content when writing stories. A discussion of storyboards
288 amongst peers in this session will help to clarify basic ideas, highlight reoccurring
themes, and focus on connections between main and sub-ideas. As a group, we will
discuss the steps that might be involved in generating more detailed storyboards or
sketches, and the importance of returning back to these storyboards or sketches after
a period of reflection or “incubation” to organize main points and draw upon new
ideas and connections.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: TA Developers Special Interest Group; General
Keywords: teaching philosophy, graduate student teachers, creative approaches
C7-11
Room: Arts 217
Friday, 2:30 - 3:20 pm
Growing Change with a Learning Charter: A Guide for Stewardship of
Teaching and Learning
Donna Goodridge, College of Nursing, University of Saskatchewan; Richard Long,
Edwards School of Business, University of Saskatchewan; Dirk Morrison, College of
Education, University of Saskatchewan
Organizational Change Track
Abstract:
How can we optimize the mental transformation we call learning? What elements
promote high quality university education? How do we define the aspirations about
the learning environment that the university aims to provide? What are the roles of
key stakeholders in realizing these aspirations?
These were some of the important questions that motivated the development of an
innovative new policy document called the “The University of Saskatchewan
Learning Charter.” In this interactive session, we will engage participants in a
discussion of issues related to our Learning Charter. The Learning Charter consists
of: a) our vision for learning; b) the core learning goals to which we aspire for our
graduates; and c) the role which students, instructors and the institution need to play
in achieving our learning vision and goals. In 2008, the University of Saskatchewan
adopted a foundational document (University of Saskatchewan, 2008) that stressed
teaching and learning as central elements of our mission. Building on this
institutional commitment, our goal was to transform the broad ideas and principles
contained in the foundational document into an engaging, practical, relevant and
289 accessible format. Given the increasing societal focus on quality, we chose the
format of a project charter. Applied to higher education, a learning charter has the
potential to provide direction for diverse activities relevant to learning, including
student, instructor, and institutional responsibilities.
We believe that the University of Saskatchewan may be the first institution of higher
learning to apply the charter concept. We have not been able to discover any
similar “learning charter” at any other university in Canada or elsewhere. Moreover,
our review of the literature has revealed a paucity of research or even
documentation regarding the concept of a university learning charter, despite a
plethora of publications focused on the need to create an engaged university (Barr &
Tagg, 1995; Kellogg Commission, 1990; Knapper, 2005; Kuh, Kinzie, Schuh &
Whitt, 2005; Wright & O’Neil, 1994).
We believe that the Learning Charter has the potential to help move towards an
environment that optimizes learning. But will this potential actually be realized?
What will it take for this to happen? In addition to interactive discussion of these
questions during and following the team presentation, participants will be divided
into small groups, and asked to develop a particular aspect of a learning charter.
These groups will share the results of their discussions with the larger group to
further develop insights of the value of a learning charter within higher education.
Regarding expected learning outcomes, participants will: i) Develop insights into
how a learning charter might enhance the learner/learning experience offered by a
university. ii) Develop an understanding of the processes involved in developing a
learning charter in the context of Canadian Universities. iii) Understand some of the
barriers and impediments to adoption and effective implementation. iv) Explore
ways of assessing whether a Learning Charter has “made a difference” in fostering
institutional change and enhancing the learning experience.
Theme: Institutional Leadership of Teaching and Learning
Audience: General
Keywords: learning environment; institutional change; vision and goals
290 C7-12
Room: Arts 212
Friday, 2:30 - 3:20 pm
Mentorship: A panacea for workplace learning?
Linda Ferguson, College of Nursing, University of Saskatchewan; Noelle
Rohatinsky, College of Nursing, University of Saskatchewan; Anna Mae Sewell,
College of Nursing, University of Saskatchewan; Tracie Risling, College of Nursing,
University of Saskatchewan
Innovative Practice Track
Abstract:
Learning Outcomes:
1. Exploration of the concept of mentorship for learners in experiential learning
situations.
2. Identification of common issues in mentorship for learners in practice settings.
3. Synthesis of teaching strategies to enhance the relationships between learners and
their mentoring colleagues in the workplace.
Many students are currently involved in workplace learning, either through planned
experiences in the workplace as part of their educational programs, or through
community service learning or cooperative learning experiences. In these
experiences, they learn from the practitioners in the setting. Mentorship is a
workplace learning strategy that is currently promoted as a panacea to the many
challenges that students and new practitioners experience in transitioning into
professional practice. In fact, mentorship is so highly valued in these settings that
mentorship has become a buzzword. Nonetheless, in many situations, students are
dependent on these mentoring relationships to benefit from the experiential
learning.
Although we certainly support the value of mentorship, whether formal or informal,
for the support of workplace learning and the sharing of the tacit knowledge of the
workplace, mentorship is not a panacea. There are issues associated with students
finding effective mentors in their assigned workplaces.
From a current study examining the process of mentoring, we find however that
there are a number of issues encountered, including the nature of the workplace
culture, the reluctance of some experienced practitioners to mentor,
misunderstanding of the mentoring role, and challenges in initiating mentoring
relationships, from both the mentor's and the protege's perspective. The issues of
creating a mentoring environment, and the challenges of facilitating learner
openness to mentorship are major issues. Through discussion with participants,
291 cross disciplinary perspectives on mentoring, and the challenges surrounding its
initiation and support, will be explored. The role of the teacher in supporting and
enhancing workplace learning through mentorship will also be examined.
Ultimately, we hope to synthesize teaching strategies that enhance mentorship
opportunities for students and graduates in their workplace learning.
Theme: Experiential Learning
Audience: General
Keywords: mentorship, experiential learning, workplace learning, tacit knowledge
C7-13
Room: Arts 206
Friday, 2:30 - 3:20 pm
Modularisation reform and curriculum design: Education Strategy at
University College Dublin
John Dunnion, School of Computer Science and Informatics; Hilda Loughran,
School of Applied Social Science; P.J. Purcell, School of Architecture, Landscape &
Civil Engineering, University College Dublin
Organizational Change Track
Abstract:
The Bologna Declaration of 1999 set in motion a process to develop a European
Higher Education Area by 2010. One of the aims was to facilitate student mobility
across European institutions of higher education by creating a transparent and
agreed recognition of equivalencies which would support a credit transfer system.
University College Dublin (UCD) engaged with the Bologna process and embarked
on a strategic plan to implement a modularised and semesterised curriculum, this
was completed in 2007. Its main aim was to drive curricular reform at programme
and module level.
This new modularised structure at UCD formed the basis of the newly designed
Horizons undergraduate curriculum. This provides students with the opportunity to
design at least some aspects of their own curriculum through facilitating provision of
elective modules. Horizons was a marketing success and saw an increase in student
applications for UCD. Laurillard (2002) was critical that similar changes in higher
education had been taken with little evidential support and little evaluation of the
consequences. With this in mind, UCD launched a research initiative focusing on
teaching and learning (Fellowships in Teaching and Academic Development)
292 This paper will present the findings of preliminary research into the choices students
have been making about elective modules and the challenge to the university in
meeting the demand for elective modules. The research was conducted by the
authors in their capacity as Fellows. It draws on international experiences of
curriculum reform, quantitative and qualitative data gathered from key academics in
UCD as well as student registration data. It will take account of some of the central
pedagogical questions about curriculum design such as student-focused /contentfocused curriculum, core versus elective modules in curriculum, identity formation,
and graduate attributes. Data gathered demonstrates a pattern which suggests that
the elective system has created a flow of students from the sciences and related
schools into the arts and humanities. Electives are viewed as opportunities to
broaden the more technical and scientific programmes while students in arts and
humanities are not taking opportunities to expand their experiences into the general
sciences or technical fields.
The pattern of uptake of electives has also lead to administrative and resource
allocation problems across the university which will be identified and discussed. It
has also raised questions about the place of academic guidance and advice for
students.
Learning Objectives: This session will set out the context for curriculum reform in
UCD taking account of both the Irish and European contexts. It will identify ongoing
pedagogical issues related to these reforms. The presenters will pose questions
designed to elicit discussion of the International perspective on best practice in
curriculum design in third-level education and seek to draw on participants
experiences to develop a more comprehensive analysis of the pedagogical and
practical questions that have arisen from this research at UCD. The research
findings in conjunction with contributions from this international forum will be
employed to inform future developments in education strategies in UCD.
Theme: Institutional Leadership of Teaching and Learning
Audience: General; Administrators; Educational Developers; College Educators
Special Interest Group
Keywords: curriculum design, elective modules, bologna, education strategy
293 C7-14
Room: Arts 200
Friday, 2:30 - 3:20 pm
From there to here and here to there: Is SoTL impact everywhere?
Nicola Simmons, Centre for Teaching Excellence, University of Waterloo
Organizational Change Track
Abstract:
Researchers and practitioners in the Scholarship of Teaching and Learning (SoTL)
(Poole, 2009; Simmons, 2008; Weston, Berthiaume, Matsushita, Tovar, &
Timmermans, 2009) have found the framework of micro-meso-macro-mega helpful
in mapping the impact landscape of SoTL work. The model provides a lens for
thinking about SoTL’s horizons of influence, where micro refers to individual
impact, meso to impact at the departmental level, macro to institutional level
impact, and mega to the national or international context. SoTL initiatives,
publications, and presentations can be mapped onto this framework, as can
challenges and supports to SoTL progress.
One of the key challenges in SoTL is that while there is much good work on how
students learn and how to enhance that learning, that knowledge may not always
inform improvements to teaching and learning practice. One factor is that educators
do not always draw on the existing knowledge, but a second and equally relevant
factor is that researchers may not always make their knowledge public in ways that
will inform educational practice.
In this session, I focus on the ways in which SoTL researchers at the University of
Waterloo are addressing this issue. Using the micro-meso-macro-mega framework,
you will gain insight into where SoTL authors are making their work public, and
perhaps more interestingly, where they have not been. Small and large group
discussions will focus on the implications of these findings as they relate to the
overall goal for the scholarship of teaching and learning: to improve student
learning. We end with a meta-conversation around how this study is influencing a
change in the institutional culture of making SoTL work public.
References
Poole, G. (2009). The pursuit of the scholarship of teaching and learning in Canada:
Good, but not good enough. Keynote presentation at the Canadian Society for
Studies in Higher Education annual conference, Ottawa, Ontario, May 25-27.
294 Simmons, N. (2008). Navigating Institutional SoTL Cultures: Faculty Developers as
Conversation Catalysts. Presentation at the International Society for the Scholarship
of Teaching and Learning (ISSoTL) annual conference, Edmonton, October.
Weston, C., Berthiaume, D., Matsushita, K., Tovar, M., & Timmermans, J. (2008). A
faculty development framework to capture the impact of our work. Presentation at
the International Society for the Scholarship of Teaching and Learning. Edmonton,
Alberta, October 16-19.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General; Administrators; Educational Developers
Keywords: institutional sotl culture, making sotl public, impact on learning
C7-15
Room: Arts 213
Friday, 2:30 - 3:20 pm
Social Networking, Teacher Education and the Academy
Diane P. Janes, School of Graduate and Professional, Studies Cape Breton
University
Organizational Change Track
Abstract:
“The wave of the future. Educators must learn to infuse these technologies into
lesson planning and curriculum development”. (Principal, A Survey of K-12
Educators on Social Networking and Content-Sharing Tools, Fall 2010)
Cape Breton University is the home to a new Teacher Education program that is
charged with training pre-service teachers in acknowledged labor market shortage
(LMS) areas identified by the Government of Nova Scotia. One of these LMS areas is
educational technology. Specifically I am interested in exploring the social
networking habits of pre-service teachers and how these habits might inform their
future use of technology in the classroom. The goal of this presentation is to ask and
begin to find an answer to the following: Is there a connection between personal
use of these tools and a consideration by these future teachers to use these tools
creatively in their classrooms? If yes, how and if no, why not. Do these personal
skills translate into technology integration and use in their classrooms regardless of
the teachable subject? How do teacher education programs prepare their pre-service
295 teachers for this ‘wave of the future’ which is already here! How do the lessons from
teacher education translate to the Academy classroom?
This session will be of interest to educators grappling with incorporating educational
technology and social networking tools into their own disciplines and working with
‘digital natives’ in their classroom. The purpose of this session/discussion will be to
open the conversation on the impact of social networking on our teaching and
learning.
Theme: Innovation with Technology
Audience: General
Keywords: social networking, teacher education, faculty development, educational
innovation
296 Concurrent Session Eight
Friday, June 17, 4:00 – 4:50 pm
C8-1a
4:00 - 4:25 pm
Room: Arts 102
Toward Understanding and Applying Internationalization into the Scholarship of
Teaching and Learning
Cindy Hanson, Adult Education Unit, Faculty of Education, University of Regina
________________________________________________________________________
C8-1b
4:25 - 4:50 pm
Room: Arts102
Kenya Practicum: Transformative experience for Preservice Teachers and Faculty
Facilitators
Glenda Black and Roger Bernardes, Schulich School of Education, Nipissing
University
________________________________________________________________________
C8-2
4:00 - 4:50 pm
Room: Arts 217
Meyo Maskihki: Good Medicine and Promising Practices in Medical Education
Serene Smyth, College of Medicine, University of Saskatchewan; Jacqueline Maurice,
College of Medicine, University of Saskatchewan; Angela Ward, Office of the Provost,
University of Saskatchewan; Marcel D' Eon, College of Medicine, University of
Saskatchewan; Gary Linassi, College of Medicine, University of Saskatchewan
________________________________________________________________________
C8-3a
4:00 - 4:25 pm
Room: Arts 211
Measuring the Intersubjective Goals of the University of Saskatchewan's Learning
Communities
Erin DeLathouwer, University Learning Centre, University of Saskatchewan; Brea
Lowenberger, University Learning Centre, University of Saskatchewan; Megan
Marcoux, University Learning Centre, University of Saskatchewan; Stan Yu, University
Learning Centre, University of Saskatchewan
________________________________________________________________________
297 C8-3b
4:25 - 4:50 pm
Room: Arts 211
First Year Science Seminar: understanding science as a way of knowing through
writing
Joanne Nakonechny, Science Centre for Learning and Teaching, University of British
Columbia; Gulnur Birol, Science Centre for Learning and Teaching, University of
British Columbia; Joanne Fox, Michael Smith Laboratories, University of British
Columbia; Lacey Samuels, Department of Botany, University of British Columbia
________________________________________________________________________
C8-4
4:00 - 4:50 pm
Room: Arts 101
Enriching Teaching Practices within Post-Secondary Teacher Education: Making
Diversity Explicit
Janette Barrington, Centre for Teaching and Learning Services, Concordia University;
Marleah Blom, Department of Education, Concordia University; Steven Henle,
Applied Human Sciences, Concordia University; Olivia Rovinescu, Centre for
Teaching and Learning Services, Concordia University
________________________________________________________________________
C8-5
4:00 - 4:50 pm
Room: Arts 104
Diversity Practice: An Innovative Assessment Design
Geraldine (Jody) Macdonald, Faculty of Nursing, University of Toronto
________________________________________________________________________
C8-6
4:00 - 4:50 pm
Room: Arts 106
Drama in the Classroom: The Use of Live Actor Simulation in Nursing Education
Margaret Quance, School of Nursing, Faculty of Health and Community Studies,
Mount Royal University; Genevieve Currie, School of Nursing, Faculty of Health and
Community Studies, Mount Royal University
________________________________________________________________________
C8-7
4:00 - 4:50 pm
Room: Arts 108
Referencing and Citation for Graduate Students: Gain without Pain
Lisa M. Krol, Language Centre, University of Saskatchewan; Ed S. Krol, College of
Pharmacy and Nutrition, University of Saskatchewan
298 ________________________________________________________________________
C8-8
4:00 - 4:50 pm
Room: Arts 214
Towards effective assessment and course design through Research Skill
Development
John Willison, University of Adelaide; Brad Wuetherick, University of Saskatchewan;
Connie Varnhagen, University of Alberta
________________________________________________________________________
C8-9
4:00 - 4:50 pm
Room: Arts 109
Developing and implementing an online course for interdisciplinary graduate
students in the health sciences focused on experiential learning of qualitative
research methods
Lorraine Holtslander, College of Nursing, University of Saskatchewan; Louise Racine,
College of Nursing, University of Saskatchewan; Shari Furniss, EMAP, University of
Saskatchewan; Hollie Turner, Department of Psychology, University of Saskatchewan;
Meridith Burles, College of Nursing, University of Saskatchewan
________________________________________________________________________
C8-10
4:00 - 4:50 pm
Room: Arts 105
Large Classes & Learning Communities: Fostering Active & Affective Learning
Mercedes Rowinsky-Geurts, Dept. of Languages and Literature, Wilfrid Laurier
University
________________________________________________________________________
C8-11
4:00 - 4:50 pm
Room: Arts 208
Use of personal response systems and other technology in the large first year class
environment
Mary Helen Armour, Division of Natural Science, York University
________________________________________________________________________
299 C8-12
4:00 - 4:50 pm
Room: Arts 212
Teaching-Stream Faculty: What are the implications?
Susan Vajoczki, Centre for Leadership in Learning, McMaster University; Nancy
Fenton, Centre for Leadership in Learning, McMaster University; Karen Menard,
Institutional Research and Analysis, McMaster University; Dawn Pollen, Research
Associate, McMaster University
________________________________________________________________________
C8-13
4:00 - 4:50 pm
Room: Arts 206
Bringing the Scientific Process back into Post-Secondary Science Education:
Innovative Tactics for Deeper Learning
Glen R. Loppnow, Department of Chemistry, University of Alberta
________________________________________________________________________
C8-14
4:00 - 4:50 pm
Room: Arts 200
Supporting faculty to research, write about and present on their teaching work
Gavin Sanderson, Learning and Teaching Unit, University of South Australia
________________________________________________________________________
C8-15
4:00 - 4:50 pm
Room: Arts 213
"More than Just a Building," The Impact of Wilderness Orientation on First Year
Student Perceptions of Life Effectiveness and Campus Integration
Anna H. Lathrop, Faculty of Applied Health Sciences, Brock University; Tim
O'Connell, Department of Recreation and Leisure Studies, Brock University; Ryan
Howard, Department of Recreation and Leisure Studies, Brock University
________________________________________________________________________
300 Concurrent Session Eight
C8-1a
Room: Arts 102
Friday, 4:00 - 4:25 pm
Toward Understanding and Applying Internationalization into the
Scholarship of Teaching and Learning
Cindy Hanson, Faculty of Education, University of Regina
Research Track
Abstract:
This session will share insights into the way some university faculty understand and
integrate internationalization into their pedagogical practices. Internationalization is
a concept now commonly referred to in most university strategic documents. For
example, the University of Regina’s strategic and international documents discuss
internationalization and the values of global citizenship with the phrase “the world
is the community.” Such understandings are linked to diversity and inclusive
practices affecting the scholarship of teaching and learning.
This research, possible through the President’s Teaching and Learning Scholarship
Award at the University of Regina, focuses on the ways a group of faculty use
pedagogical practices that integrate concepts of internationalization and global
citizenship into higher learning through the study. The recognition of how
internationalization is shaping our university culture suggests that the research is
both timely and part of the new global reality (Knight, 2008). The study, KnowledgeSharing Toward Improved Pedagogical Practice in Global Citizenship, queries how
a broad base of faculty from the University of Regina have come to an
understanding of what it means for scholarship to embrace internationalization in
teaching and then to explore ways of sharing that knowledge through pedagogical
practices in the classroom. Through this project the researchers hope to inform
faculty capacity to understand, develop and deliver teaching strategies that enhance
values associated with global citizenship. This idea is supported by Czarra (2003)
who notes that internationalization of curricula and student learning experiences
require incorporation of global issues, global culture, and global connections into
all disciplines. Our research is a humble, but significant step in this direction.
In the study, the gathering of data to share knowledge and inform teaching strategies
and practices around global citizenship included a focus group, semi-structured
301 interviews, and the creation of a video. The development of the video is aimed to be
a way of popularizing the research results. This session will be a sharing of
preliminary findings from the U of R study; with the intent of opening further
discussions about internationalization of classroom teaching.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: internationalization, global citizenship, pedagogy, knowledge-sharing,
inclusion
C8-1b
Room: Arts102
Friday, 4:25 - 4:50 pm
Kenya Practicum: Transformative experience for Preservice Teachers
and Faculty Facilitators
Glenda Black and Roger Bernardes Schulich, School of Education, Nipissing
University
Research Track
Abstract:
Learning Outcome for Session: The session will provide insight into the nature and
extent of the transformative learning experiences of participants in an Kenya
practicum.
Relevance to Conference Theme: The session’s topic aligns with the conference’s
theme of diversity, understanding multicultural perspectives and educating our
students to be global citizens. International placements are expensive. The
assumption is that the cost of the international placement is offset by the opportunity
for transformative learning experiences compared to a local classroom practicum
experience. Another assumption is that the Kenya practicum is a catalyst for
participants in their understanding of the world in a more global and cross-cultural
context. During the session, dialogue that will expore the above assumptions will be
encouraged.
Relevance to audience: University and College faculty and University
administration directly responsible for curriculum review and development would
benefit from understanding the benefits, challenges and applicability of an
international practicum option for their current situation.
302 Presentation Approach: The session will begin with the project summary followed
by the following statement posed to the audience for discussion: Some researchers
go as far as to suggest that if we are concerned about global education then crosscultural experiential learning should be a component of every teacher education
program.
Project Summary: The purpose of this mixed methods study was to explore and
identify the transformative experiences, personal and professional, of Canadian preservice teachers and faculty facilitators who participated in a three week practicum
in Kenya. Qualitative and quanitative data was collected from 22 current pre-service
teachers attending the African practicum in February 2011. The pre-service teachers
participated in semi-structured individual pre and post practicum interviews. The
discussions were guided by statements adapted from questions used by Cushner and
Mahone (2002) and Buchanan (2004). The same group was invited to complete a
pre and post practicum Global Mindedness Survey (Hett, 1993).
During the practicum, the pre-service teachers and faculty facilitators were
immersed in a Kenya community. The teaching assignments for the three weeks
were in a primary school in grades 3-7. The pre-service teachers and faculty
faciltators worked directly with the Kenya classroom teachers in a collabrative
teaching enviroment. Outside of the school hours the group was invited into the
homes, high school, community health facilities, and traditional events. The group
also contributed to the building of a library at a primary school in the community.
Analaysis of the data revealed the nature and extent of changes in the personal and
pedagogical behaviours, values, and attitudes of preservice teachers attending an
international practicum.
Theoretical framework: Transformational Learning Theory: In transformational
learning, life experiences are filtered through one’s values, beliefs, and assumptions,
mediated and made sense of (Mezirow, 1991).
Africentric Theory: Africentrism proposes that people of African descent or cultural
orientation centre their worldview within their own historical and ontological
framework (Green & King, 2001; Harris, 1992; Merriweather Hunn, 2004;
Shockley, 2008).
Cross-cultural Education: In order for teachers to effectively work with a diverse
group of students, it is imperative that they first critically examine their own biases,
learn about other cultures, and understand the world through different lenses
(Banks, 1994; Mwebi & Brigham, 2009).
Theme: Experiential Learning
303 Audience: Educational Developers; Administrators; General
Keywords: international practicum, transformative learning, teacher education
C8-2
Room: Arts 217
Friday, 4:00 - 4:50 pm
Meyo Maskihki: Good Medicine and Promising Practices in Medical
Education
Serene Smyth, College of Medicine, University of Saskatchewan; Jacqueline
Maurice, College of Medicine, University of Saskatchewan; Angela Ward, Office of
the Provost, University of Saskatchewan; Marcel D' Eon, College of Medicine,
University of Saskatchewan; Gary Linassi, College of Medicine, University of
Saskatchewan
Innovative Practice Track
Abstract:
Aboriginal peoples represent an important part of the fabric woven into the tapestry
of Saskatchewan society. Saskatchewan has the second largest proportion of
Aboriginal peoples in Canada; they are predominately younger individuals with the
majority being under the age of 25 (Statistics Canada, 2008). Investing in the health
of this young and quickly expanding group is crucial to the success and future
health of our province. To meet these goals, we must ensure that Aboriginal
peoples’ unique health priorities are identified and met (NAHO, 2008). One
important way to achieve this is to ensure that culturally based competency training
in Aboriginal health is incorporated into the medical school curriculum (IPAC,
2009).
In this session we will focus on the University of Saskatchewan, College of
Medicine’s (CoM) Aboriginal Health and Healing curriculum. Current Aboriginal
initiatives, future developments, and the innovative process in which the CoM is
taking to become a leader in this area will be explored. The purpose of this session
is to share the processes of developing the curriculum on Aboriginal Health and
Healing for undergraduate medical education. The goal of this initiative is for future
physicians to acquire the requisite skills and knowledge in this area (IPAC, 2009).
Successes and challenges for Aboriginal initiatives at the University of
Saskatchewan and within the CoM will also be discussed. Discussion will also focus
on how Aboriginal and non-Aboriginal peoples within the institution can be leaders
in advancing Aboriginal imperatives. Participants will be invited to share and
discuss their own processes and experiences. After this session, participants will be
304 able to identify Aboriginal initiatives and key strategies that could be adapted for
their own institution and how that implementation might take place.
Learning Outcomes:
- Participants will be able to describe strategies used to develop and integrate
Aboriginal health curriculum.
- Participants will be able to evaluate presented strategies to determine what
strategies would work within their institution.
Theme: Institutional Leadership of Teaching and Learning
Audience: College Educators Special Interest Group; Educational Developers;
Administrators
Keywords: aboriginal health, medical education, curriculum development,
aboriginal initiatives
C8-3a
Room: Arts 211
Friday, 4:00 - 4:25 pm
Measuring the Intersubjective Goals of the University of
Saskatchewan's Learning Communities
Erin DeLathouwer, University Learning Centre, University of Saskatchewan; Brea
Lowenberger, University Learning Centre, University of Saskatchewan; Megan
Marcoux, University Learning Centre, University of Saskatchewan; Stan Yu,
University Learning Centre, University of Saskatchewan
Research Track
Abstract:
The main goal of the Learning Communities programme at the University of
Saskatchewan is to increase a sense of connectedness among first year students;
between students and faculty, Alumni, college and university communities, civic
and global communities; between disparate courses students take, and between
distinct disciplinary perspectives students consider. As such, the wide range of
perspectives we aim to connect by finding common ground cannot be measured in
a purely quantitative, objective way through indirect measures (like retention rates)
alone. Nor can purely qualitative, subjective measures (like interviews with a small
number of participants) alone, ensure that we’ve met our goal to increase a
communal sense of connectedness. Thus, following the work of Adri Smaling
305 (1992), we’ve taken a methodologically intersubjective approach when assessing
and constructing Learning Communities.
We aim to inspire a strong commitment to the underlying values of the Learning
Communities programme from all stakeholders involved. That commitment has
revealed the necessity of gathering, correlating, and interpreting data in a
meaningfully participatory way. We distribute surveys to LC students, professors,
Alumni Namesake Mentors (UofS LCs are named after recent graduates whose
transition from university life to their first careers serves as a point of connection to
the students and the courses involved in each unique LC), and peer mentors, with
the intention of not only gathering feedback, but also posing thought provoking
questions developed in response to information gathered in focus group discussions,
questionnaires and faculty development workshops. In this way, our mixed-methods
approach to assessment reflects the values of a highly participatory programme.
This presentation will explore the idea that our programme goals, while more
difficult to measure, set students on a path to realizing important outcomes for the
university and for our future. We will present assessment data which supports the
conjecture that first-year students in Learning Communities tend to feel a strong
sense of connectedness, alongside data which demonstrates statistically significant
increased rates of retention from term one to term two, and year one to year two,
among Learning Communities students (Kallio, Koehn and Yu, 2010). Finally, we
will suggest that, despite serving as pragmatic impetus for measuring intersubjective
goals, retention ought to be considered a proxy measure for desirable outcomes
rather than a program goal per se (Lardner and Malnarich, 2009).
Our main objective with this presentation is to examine the merits of aiming to
measure intersubjective programme goals, and to solicit feedback from student
programming professionals on the role of retention in setting such programme goals.
Theme: Program Level Outcomes and Quality
Audience: College Educators Special Interest Group; Educational Developers;
Administrators; General
Keywords: learning communities; self-directed, democratic learning;
intersubjective goals; retention
306 C8-3b
Room: Arts 211
Friday, 4:25 - 4:50 pm
First Year Science Seminar: understanding science as a way of knowing
through writing
Joanne Nakonechny, Science Centre for Learning and Teaching, UBC; Gulnur
Birol, Science Centre for Learning and Teaching, UBC; Joanne Fox, Michael Smith
Laboratories, UBC; Lacey Samuels, Department of Botany, UBC
Research Track
Abstract:
The new First Year Seminar (FYS) course in the Faculty of Science at the University
of British Columbia (UBC) was designed to foster better knowledge about science
through studying science as a way of knowing and to operationalize this knowledge
through writing. This course provides a learning environment where incoming
students, heterogeneous in discipline knowledge, backgrounds, abilities and
approaches to learning, and concepts of what science is and how it functions, are
given the opportunity to co-construct conceptual frameworks with their peers and
instructors to develop their understanding of what constitutes a scientific way of
knowing. Although the primary goal of most first year seminar courses is retention,
(Barefoot, 2000) our goals went beyond to encourage the development of authentic
scientific scholars who engage, at their academic level, in deep structure learning
facilitated by discipline based processes, notably the construction, integration and
use of argument as a factor in a scientific way of knowing. The preliminary results
indicate that students have overwhelmingly positively responded to the FYS course.
Further we are currently implementing some of the students’ suggestions for course
improvement during the second semester of the pilot study. By making science as a
way of knowing explicit in the course curriculum, we, educators, may have a
unique opportunity to help shape students as authentic scholars, providing them
with the opportunity to develop a cognitive framework of what constitutes science
and integrating this with the role of science in society.
Learning Objectives:
1. Participants will be able to summarize the course design practices used to
develop the First Year Seminars and explore their usefulness for designing their own
courses.
2. Participants will be able to examine the writing assignments and rubric used in
the course and engage in a discussion about their use.
3. Participants will be to examine research data showing the effect of the seminars
on students' beliefs about what they learned compared to their performance.
307 Session Description:
This session will start with a short summary of the rationale for the course, the
course design, and the research data on the course. After this, participants, divided
into small groups, will be given the course design template (course goals and
learning objectives integrated with skills and units where they occur) and writing
rubric and asked to explore how this template might inform their own course
development. The last part of the session will be a large group discussion about the
research findings.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: Writing Centre Special Interest Group; Educational Developers;
Administrators; General
Keywords: first year seminar scientific knowing writing
C8-4
Room: Arts 101
Friday, 4:00 - 4:50 pm
Enriching Teaching Practices within Post-Secondary Teacher
Education: Making Diversity Explicit
Janette Barrington, Centre for Teaching and Learning Services, Concordia
University; Marleah Blom, Department of Education, Concordia University;
Steven Henle, Applied Human Sciences, Concordia University; Olivia Rovinescu,
Centre for Teaching and Learning Services, Concordia University
Innovative Practice Track
Abstract:
This interactive session invites participants to openly contribute and co-create
potential ways to help make diversity a more explicit learning objective in postsecondary teacher education.
Since 2005 the Graduate Seminar in University Teaching (GSUT), an innovative
practice at Concordia University, has provided spaces for graduate students from a
wide range of disciplines to come together for professional development as they
prepare for academic teaching careers. Through various experiential and student
centered teaching practices, the GSUT specifically aims to help students (1)
demonstrate knowledge regarding the theory and practice of university teaching, (2)
design and deliver lessons with greater confidence, (3) develop a course syllabus
308 based on a principled approach to course design, and (4) articulate their own
teaching philosophies.
Diversity is implicitly addressed within the seminar by fostering awareness of
different learning styles and by modeling the need to incorporate diverse student
centered teaching approaches as good practices in higher education as well as by
the seminar’s interdisciplinary nature, through involvement of both students and
faculty from a variety of disciplines.
Results from a recent study on the impact of the seminar, however, indicates that
students may not be walking away from the seminar with an explicit understanding
of the value and importance of diversity in higher education.
By sharing in the experience, knowledge and multiple perspectives of others in the
field, this session aims to contribute to the scholarship of teaching and learning
whereby future teachers will better understand how the value, benefits and
challenges of diversity can be incorporated to enrich teaching practices.
Presentation format:
There will be a high level of participant engagement within the session. The format
will include some lecture components to convey information about the GSUT and
its recent impact research project. Interactive and experiential activities to promote
an understanding about how diversity is addressed within the GSUT will be
facilitated along with discussions and opportunities for the co-creation of ideas as to
how diversity may be more explicitly put into practice and evaluated within the
seminar.
Learning Outcomes:
Participants will leave the session (1) with an understanding of ways to better
recognize, value and benefit from diversity to enrich teaching practices, (2) with an
overview of the GSUT, including overall objectives and teaching practices, as well
as results from a recent impact research study, and (3) having contributed to the
advancement of the scholarship of teaching and learning in the area of postsecondary teacher education and diversity.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers
Keywords: diversity, experiential learning, post-secondary teacher education,
scholarship of teaching and learning
309 C8-5
Room: Arts 104
Friday, 4:00 - 4:50 pm
Diversity Practice: An Innovative Assessment Design
Geraldine (Jody) Macdonald, Faculty of Nursing, University of Toronto
Innovative Practice Track
Abstract:
This presentation highlights the design of an innovative final assignment in a new
graduate course for health professionals titled ‘Facilitating Learning’. The course
encouraged students to review a range of substantive learning theories and choose a
theory that guided their approach to facilitating client learning. The course was
open to students with education career aspirations. It also reviewed a number of key
educational themes including health literacy, diversity practice, educational
technology, small and large group teaching, and arts based learning. The final
assignment asked students to review fourteen teaching related, career opportunities,
ranging from positions in education, consulting, and advanced practice within local
and global contexts. Students chose one career opportunity and completed an oral
presentation and a written paper for the position. The paper included the learning
theory guiding their teaching practice, their strengths for the position, three key
teaching related challenges that they expected they would face if offered this
position, and was to conclude by identifying a personal plan for development
related to the position challenges. This presentation reports upon the positions that
the students selected, the diverse educational theories that students identified, the
strengths student self-identified, and the diverse technological presentations that
students created. Student feedback on the assignment will be shared. Participants
will be actively engaged in dialogue throughout the presentation, will explore a
constructivist approach to promoting future careers (Scholl & Cascone, 2010), and
will consider possibilities for creating an assignment that fosters deep learning while
integrating the worlds of academia and work (Macera & Cohen, 2006).
Learning Objectives: By the end of the presentation participants will:
• be aware of the potential to promote future career choices through graduate
assignment design
• have dialogued with peers about student assignments that foster links between
academia and the world of work.
• have considered potential new inclusive assignments in their own
teaching/learning practice.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
310 Audience: General
Keywords: diversity practice, innovative assessment design
C8-6
Room: Arts 106
Friday, 4:00 - 4:50 pm
Drama in the Classroom: The Use of Live Actor Simulation in Nursing
Education
Margaret Quance, School of Nursing, Mount Royal University; Genevieve Currie,
School of Nursing, Mount Royal University
Innovative Practice Track
Abstract:
Learning Objectives:
• Describe the development and implementation of a live actor simulation in a
third year nursing education program
• Describe the learning outcomes of the simulation for students and faculty
• Discuss future plans for formal evaluation of live actor simulation
• Discuss possibilities for live actor simulation in other programs and content with
conference participants
A group of nursing faculty in the Family Newborn course at Mount Royal University
were disheartened by third students’ seeming inability to consider and appreciate
the complexity of women’s lives in the context of childbearing. Faculty are also
being encouraged to incorporate simulation to add to and/or replace clinical
practice hours. One faculty member had attended the workshop on Live Actor
Simulation at the 2010 Society of Teaching and Learning in Higher Education
conference. After a review of pertinent literature (Frankel & Corson, 2003; Rosen,
Leung & Kan, 2008; Sullivan & Mesbur, 2002; Wilson, 2000), faculty members
designed two live actor simulations to reinforce theory content and allow third year
nursing students to practice interpersonal skills. The live actor simulations were
developed for content areas that relied on interpersonal skills, traditionally
considered by students to be “simple and easy”. However, clinical instructors
provided feedback that illustrated “simple and easy” interactions could be very
stressful, particularly in patients’ complex social/emotional situations. The two
content areas that were chosen were early pregnancy and perinatal bereavement.
These times in women’s lives can be fraught with complexity and high emotion,
requiring skilful intervention by a registered nurse. This presentation will discuss
311 how the live actor simulations were developed for these two content areas, the
student feedback, and the learning gained by the involved faculty. Participants will
be asked to think about and describe how live actor simulation might be included in
their teaching and learning.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: simulation, nursing education
C8-7
Room: Arts 108
Friday, 4:00 - 4:50 pm
Referencing and Citation for Graduate Students: Gain without Pain
Lisa M. Krol, Language Centre, University of Saskatchewan; Ed S. Krol, College of
Pharmacy and Nutrition, University of Saskatchewan
Innovative Practice Track
Abstract:
The objective of this presentation is to share with other educators a teaching method
that was developed to help graduate students understand how to properly reference
and cite academic papers. While the technique has been primarily used with
graduate students it does not exclude application in undergraduate classes.
International students are welcomed to institutions of higher learning for the wealth
of new perspectives and diversity they bring to campus. However, these new
perspectives can also bring cultural misunderstandings in academic practices.
Referencing and citation is one such area that often causes confusion, particularly
where the practices of the new institution are vastly different from the student’s prior
academic experiences. Often violations by international students are not intended
and simply result from a lack of familiarity with local expectations (Crocker & Shaw,
2002; Pecorari, 2003). This is not to say that problems with referencing are limited
to international students. With the vast amounts of information available
electronically, many domestic students also have difficulty executing appropriate
diligence in their written work (Park, 2003). Any such errors in referencing and
citation can cause serious consequences for the student which may include grade
penalties, failure, or expulsion.
312 In an attempt to teach rather than reprimand, a new teaching practice was
developed for a graduate class at the University of Saskatchewan. The innovative
assignment gave graduate students a short literature review to complete
independently. The project then became a formative assessment of their referencing
and citation skills. Upon successful completion, the instructor was assured of the
students’ understanding of appropriate referencing and citation practices. Student
response was overwhelmingly positive.
Using specific examples provided by the audience some of the common cultural
misunderstandings associated with academic work that arise with international
students will be discussed. Details and delivery of the assignment as it was designed
for a graduate class will be highlighted. Those who attend the presentation will see
samples of common errors and participate in suggesting ways in which such issues
might be remediated within this model. After the session, participants will easily be
able to implement this method in their own academic contexts.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General; Educational Developers; Writing Centre Special Interest Group
Keywords: referencing, citation, international student, graduate student, academic
writing
C8-8
Room: Arts 214
Friday, 4:00 - 4:50 pm
Towards effective assessment and course design through Research Skill
Development
John Willison, University of Adelaide; Brad Wuetherick, University of
Saskatchewan; Connie Varnhagen, University of Alberta
Organizational Change Track
Abstract:
Session Objectives:
• Elaborate the components of the Research Skill Development Framework (RSD)
• Provide examples from the sciences, humanities, and arts
• Discuss using RSD for course development and assessment
Session Description: The Research Skill Development framework (RSD; Willison,
2009; Willison & O’Regan, 2007) provides a tool for assessment, course, and
313 curriculum design that is based on facets of student inquiry (loosely based on
Bloom’s taxonomy; Anderson & Krathwohl, 2000; Bloom, et al., 1956) development
of student autonomy, and the research process. RSD has been used to develop
assignments, assessments and rubrics in a number of courses and to lead program
and curriculum (re)development across a wide range of disciplines (e.g., Biology,
Animal Science, Nursing, Electrical Engineering, Business, Psychology, History and
English) .
In this session, we will briefly outline RSD for assessment, course development, and
curriculum development, using many examples from different disciplines (e.g.
Psychology, Biology, Animal Sciences, and History). Unique to the presentation
portion of our session is that participants will gain perspective from both an
instructor and an educational/curriculum developer.
Participants will then work in small groups to apply RSD to their own needs. In this
part of the session, participants will evaluate their assessment, course, or program
with respect to RSD. Depending on whether the pair or small group is working on
an assessment or a course or a program, they will work with the RSD by asking
question such as: Does the assessment address all relevant facets of student inquiry?
Is the class set at the appropriate level for the students’ background knowledge and
experience? Does the degree program help students develop greater levels of
autonomy as they progress through the program?
Participants will then provide feedback to the larger group on how useful RSD may
be to their particular contexts. Participants will also be encouraged to join
collaborative groups from Canada and the United States who are using RSD in their
courses, their departments, and institutions to guide program development,
curriculum, and assessment.
References
Anderson, L. & Krathwohl, D. (eds.) (2000) A Taxonomy for learning, teaching and
assessing. A revision of Bloom’s taxonomy of educational objectives.
Addison-Wesley-Longman, Boston. Bloom, B. S., Engelhardt, M.D., Furst, E.J., Hill,
W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives, handbook I:
The cognitive domain. New York: David McKay Co Inc.
Willison, J. (2009). Multiple contexts, multiple outcomes, one conceptual
framework for research skill development in the undergraduate curriculum. CUR
Quarterly 29, 10-14.
Willison, J. and O'Regan, K. (2007). Commonly known, commonly not known,
totally unknown: a framework for students becoming researchers. Higher Education
Research and Development, 26(4), 393-409.
314 Theme: Experiential Learning
Audience: College Educators Special Interest Group; Educational Developers;
Administrators; General
Keywords: integration of teaching and research, curriculum, assessment
C8-9
Room: Arts 109
Friday, 4:00 - 4:50 pm
Developing and implementing an online course for interdisciplinary
graduate students in the health sciences focused on experiential
learning of qualitative research methods
Lorraine Holtslander, College of Nursing, University of Saskatchewan; Louise
Racine, College of Nursing, University of Saskatchewan; Shari Furniss, EMAP,
University of Saskatchewan; Hollie Turner, Department of Psychology, University
of Saskatchewan; Meridith Burles, College of Nursing, University of Saskatchewan
Innovative Practice Track
Abstract:
Session Objectives:
1. To discuss the application of current models of engaging learners in authentic
and experiential learning in online environments
2. To demonstrate a team process for developing and implementing an online,
asynchronous course focused on qualitative research methods
3. To present the challenges and outcomes of a pilot test of the course for
interdisciplinary graduate students in the health sciences
4. To engage the audience in a discussion of the benefits and challenges of a
paradigm shift for both teacher and learner
Current trends in graduate education is towards distributive models, especially since
many graduate students in health sciences, including nursing, are also employed in
health care settings while studying. In addition, these students may experience time
restraints and geographic barriers to attending classes in a traditional classroom
setting. As a result, innovative and flexible approaches to teaching are required to
ensure accessibility of classes. This presentation will describe the development and
implementation of an online course in qualitative research methods developed for
the College of Nursing at the University of Saskatchewan. Based on the experiences
of the team involved, as well as student evaluations, advantages and disadvantages
315 of teaching and learning in an online setting will be discussed. In addition, the
presentation will examine how experiential learning focused on authentic learning
activities was approached.
An interdisciplinary team, composed of an instructional designer, two nursing
faculty who specialize in qualitative methods, and a graduate student in psychology
designed an innovative online, asynchronous course that focused on developing
qualitative research skills through providing an authentic context, activities and
assessments. Interdisciplinary groups of students engaged in course activities. Each
student built a qualitative research proposal as they worked through the course
modules in a step-wise fashion. An important authentic activity involved providing
peer feedback on various aspects of the proposal.
Evidence exists for the effectiveness of authentic learning (Herrington, Oliver, &
Reeves, 2003)and the 4C-ID model has emerged as system for designing these
complex learning experiences (van Merri”nboer, Clark & deCroock, 2002), but very
little is known about the resulting paradigm shift required. For students, the
traditional imparting of knowledge via lecture format is often more comfortable than
having to engage in complex, real-life tasks. This constructivist approach to creating
the learning environment requires the student to integrate knowledge to develop the
complex skills required of qualitative researchers.
In designing the course, there were challenges in structuring a meaningful authentic
task that can be graded. During delivery there is the challenge of providing just the
right amount of support, while also encouraging students to dive into their learning.
This can be difficult for the instructor, especially at times when the students aren't
“enjoying” the process, even when that becomes a necessary part of learning. The
learners must become increasingly responsible for their own learning, which can
require a paradigm shift from an instructor-centered philosophy to a studentcentered perspective.
An array of discussion topics will be presented to the audience to facilitate an
interactive debate about key issues in the presentation. These will include
negotiating a paradigm shift while keeping in mind the importance of designing and
implementing an interdisciplinary, graduate level online course that provides
students with meaningful experiences towards becoming qualitative researchers.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: online learning, graduate students, nursing, qualitative research,
authentic and experiential learning
316 C8-10
Room: Arts 105
Friday, 4:00 - 4:50 pm
Large Classes & Learning Communities: Fostering Active & Affective
Learning
Mercedes Rowinsky-Geurts, Dept. of Languages and Literature, Wilfrid Laurier
University
Innovative Practice Track
Abstract:
If you support the idea that “learning communities not only facilitate the sharing of
knowledge, but have the potential to create new knowledge that can be used for the
benefit of the community as a whole and/or its individual members” (Kilpatrick,
Barret & Jones, 2003); this presentation will offer you the possibility to discuss how
the creation of learning communities in a large language class of 150 students has
improved learning; achieved higher attendance and maintained student’s
engagement while transforming the learning process. By implementing active
learning activities and high-impact practices throughout the course, students are
able to develop their learning skills, apply new acquired knowledge, and explore
affective learning. Such activities have energized the curriculum and they have
shifted the emphasis from having students as mere observers to actually integrating
them in a learning community where they are both: learners and teachers. Projects
will be presented and sample of students’ work will be discussed. At the same time,
the dynamic of the learning communities will be examined as a tool to achieve and
promote learning for deeper understanding. Handouts on current projects, rubrics
and guidelines will be distributed.
Learning Objectives:
-To present innovative curriculum changes in a first-year language class
-To promote the understanding of learning communities in a large class
-To demonstrate the use of active learning activities
-To present how exploring affective learning improves student’s learning
Learning Outcomes:
-To obtain a vision of the possibilities of applying such teaching and learning
practices in small and/or large classes in any discipline
-To have the opportunity to discuss students’ work; learning possibilities and
experiences
-To analyze the challenges of such practices
317 Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: College Educators Special Interest Group; Writing Centre Special
Interest Group; Educational Developers; General
Keywords: learning communities; active learning; affective learning; creative
practices
C8-11
Room: Arts 208
Friday, 4:00 - 4:50 pm
Use of personal response systems and other technology in the large
first year class environment
Mary Helen Armour, Division of Natural Science, York University
Innovative Practice Track
Abstract:
Teaching first year classes which usually involve groups of 100 students or more
can be a challenge in trying to engage students into the course material.
In my Natural Science courses (these are science courses for non-science majors), I
currently use both clickers and MOODLE. This workshop will look at how these can
be used to enhance the course material, and to try and engage students into the
course material. These technologies can also provide at least some interactivity in
the classroom setting, which is often difficult in the large groups.
Although these are science courses, since they are aimed at a non-science audience
the uses are not necessarily limited to teaching in the sciences.
Use of these technologies can also be very helpful in giving and instructor feedback
into the level of understanding and prior knowledge of students and allow the more
efficient use of lecture time.
The objective of this session is to demonstrate how these technologies are employed
in the classroom (and outside in the use of MOODLE) to support the learning
process. The session will have a set of clickers available so participants can
experience this part of the process.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
318 Audience: General
Keywords: technology in the classroom, large classes,
C8-12
Room: Arts 212
Friday, 4:00 - 4:50 pm
Teaching-Stream Faculty: What are the implications?
Susan Vajoczki, Centre for Leadership in Learning, McMaster University; Nancy
Fenton, Centre for Leadership in Learning, McMaster University; Karen Menard,
Institutional Research and Analysis, McMaster University; Dawn Pollen, Research
Associate, McMaster University
Organizational Change Track
Abstract:
Clark, Moran, Skolnik, & Trick, (2009) identify major societal forces that Ontario
universities have had to respond to over the past few decades. Predominantly,
growing enrolments due primarily to higher participation rates, along with increased
demands for greater accountability, places greater pressure on institutions of higher
education (Clark et al. 2009). As a result, universities are under tremendous strain to
deliver both high quality undergraduate education, and innovative research
experiences. These two expectations sometimes are at odds with one another.
It is supposed that the creation of faculty members who focus exclusively on
teaching and learning would enable universities to effectively address this
challenge. Yet, the introduction of teaching-stream faculty may result in the
development of a two-tiered faculty environment; that is, those who teach may be
considered less worthy/valuable to the institution, while those who do research may
be considered more valuable. This view is supported by some who argue that the
creation of teaching-only (teaching-stream) positions is a “dangerous precedent”
that “devalues the traditional professorial role”, and that “to be an effective
academic, you have to be engaged in (teaching, scholarship, and service)” (Vicki
Smallman, CAUT spokesperson as quoted in Farr, 2008); given this perception there
is a relatively lower value placed on teaching-only work in the academy (Farr,
2008; Oxford, 2008). An added complication is the complexity that is created from
the wide variation in definition of teaching stream faculty (OCUFA, 2008).
In this research our objectives are to: provide a scan of teaching-stream faculty
across the province of Ontario, positioned within a national and international
319 context; and to examine the perspectives of informed institutional contacts and key
stakeholders to the expansion of this role in the Province of Ontario.
Participants will engage in conversations about the barriers and enablers to growing
teaching-stream faculty positions in Ontario and gain richer understanding of the
options. This project was funded by the Higher Education Quality Council of
Ontario (HEQCO).
Theme: Institutional Leadership of Teaching and Learning
Audience: TA Developers Special Interest Group;Educational Developers;
Administrators; General
Keywords: teaching stream faculty; organizational change
C8-13
Room: Arts 206
Friday, 4:00 - 4:50 pm
Bringing the Scientific Process back into Post-Secondary Science
Education: Innovative Tactics for Deeper Learning
Glen R. Loppnow, Department of Chemistry, University of Alberta
Innovative Practice Track
Abstract:
In this presentation, I will describe the teaching innovations in Science 100 at the
University of Alberta geared at bringing more of the scientific process into the
introductory university classroom. These tactics include interactive anonymous
quizzes, a white powder exercise, and science citizenship projects. Student and
instructor feedback, and student performance results will be discussed. This session,
meant primarily for post-secondary science educators at all institutions, will engage
participants in practical demonstrations of these tactics. The primary learning
outcome for participants is the ability to model evidence-based transformational
science education practices.
A recent report (Duschl et al., 2007)lists four attributes for science education: (1)
know, use and interpret scientific explanations of the natural world, (2) generate and
evaluate scientific evidence and explanations, (3) understand the nature and
development of scientific knowledge, and (4) participate productively in scientific
practices and discourse. Although targeted at the K-8 level, similar graduate
competencies has been recommended for post-secondary education (McCray et al.,
320 2003; Alberts, 2009). However, post-secondary science education is still lecturebased, particularly in the introductory courses, emphasizing only the first attribute.
Canada is transforming science education, primarily through the development of
integrated science programs. Such programs have been developed at Alberta, British
Columbia, Dalhousie and McMaster. These programs not only emphasize integrated
science, but also serve as testbeds for teaching innovation.
Interactive anonymous quizzes (Wagner, 2009) (IAQ) are think-pair-share (Lyman,
1981) variants and involve anonymous polling of answers and confidence to openended questions. After brief discussion, both polls are repeated. The exercise is
designed to practically apply the scientific method and introduce the scientific
thought processes of creativity and critical analysis.
The year-long white powder discovery-learning exercise, pioneered at the
University of Alberta, is suitable for classes of all sizes. This exercise asks students to
discover the identity and properties of an unknown white powder. In this way,
students are taught to think scientifically and like a scientist. In groups of 4-6,
students debate the next step in characterizing the white powder, followed by
advocacy debates to determine the outcome. Teamwork, guided independent
inquiry and both analytical and critical thinking skills are all emphasized in this
content-heavy exercise.
Science citizenship projects, also pioneered at the University of Alberta, engage
students in the application of science principles to better their local community.
Students work in groups to present the science behind a global issue and implement
a local solution to the issue. Student results will be shown.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: science education, post-secondary, student engagement, discovery
learning, clickers, think-pair-share alternatives, teamwork, critical thinking
exercises, novel science curriculum
C8-14
Room: Arts 200
Friday, 4:00 - 4:50 pm
Supporting faculty to research, write about and present on their
teaching work
Gavin Sanderson, Learning and Teaching Unit, University of South Australia
321 Organizational Change Track
Abstract:
This presentation is based on teacher and participant reflections on the efficacy of a
course in the Graduate Certificate in Education (Academic Practice) which is part of
the University of South Australia’s (UniSA) approach to expose new faculty to ideas
associated with the scholarship of teaching and learning. Participants at this
conference session will not only have the opportunity to learn about how this
particular course is structured to achieve its objectives, but will also gain an insight
into challenges that faculty have been observed to face in completing the course, for
example, developing a critical appreciation of the related learning and teaching
literature, managing their time ‘as a student’ whilst being employed full-time to
teach and research in their discipline, positioning their new found knowledge and
skills in the scholarship of teaching and learning against pressure to conduct pure
and applied discipline-specific research, and understanding and accepting a
diversity of perspectives from a range of disciplines that are bought together in the
classroom setting. The capstone course, Negotiated Project in University Teaching,
has been offered since 2007 and has had approximately 40 participants who have
each developed a theoretical or data driven topic of their own interest in learning
and teaching in higher education. The assessment for the course is based on the
staged development and submission of a project report that demonstrates
engagement with the scholarship of teaching and learning. On completing the
course, faculty have (1) identified a significant learning and teaching project in their
discipline setting, (2) developed a detailed study proposal for the project, (3) drawn
on learning and teaching, and discipline literature related to the project, (4)
provided an oral presentation on the progress of their work, and (5) completed a
project report related to learning and teaching with a view to submitting it to a
conference or a journal once the course is completed. Whilst submitting the project
report to a conference or a journal is not a requirement of the course, several faculty
have nevertheless sufficiently developed their reports to take them to conferences.
Others have published their work in scholarly journals. Others still, have had their
papers published online in the biennial Occasional Papers on Learning and
Teaching at UniSA. Early indications are that the Negotiated Project in University
Teaching is a valued course in the Graduate Certificate which helps faculty
consolidate their thinking around the scholarship of teaching and learning and
provides many with their first opportunity to research, write about and present on
their teaching work.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: Educational Developers; Administrators; General
322 Keywords: scholarship of teaching and learning, graduate certificate in education
(academic practice), faculty development
C8-15
Room: Arts 213
Friday, 4:00 - 4:50 pm
"More than Just a Building," The Impact of Wilderness Orientation on
First Year Student Perceptions of Life Effectiveness and Campus
Integration
Anna H. Lathrop, Faculty of Applied Health Sciences, Brock University; Tim
O'Connell, Department of Recreation and Leisure Studies, Brock University; Ryan
Howard, Department of Recreation and Leisure Studies, Brock University
Innovative Practice Track
Abstract:
A recent Higher Education Quality Council of Ontario report indicated that the
Ontario university system will begin to follow a model of differentiation. This model
will change the overall structure of university actions and move universities towards
evaluating and meeting the outcomes expected of them, including student retention.
One strategy to enhance student success and promote student retention are first year
orientation programs (Hollins, 2009). The goals of first year orientation programs are
to provide information that will lead to higher levels of academic performance,
student retention, emotional and social maturity, and a more positive view of the
institution. These first year programs have historically been delivered as classroom
courses or seminars (Lamothe et al., 1995; Tinto, 1997).
More recently, a number of universities have adopted an alternative approach to
program delivery, one that includes a wilderness component aimed at enhancing:
personal growth (Davis-Berman & Berman, 1996); positive peer relationships (Gass,
et al, 2003); and academic performance (Oldmixon, 2007). This session reports the
impacts of one such program, Brock Basecamp (which we believe to be the first of
its kind in Canada), on students’ personal development and their integration into
university life.
Seven incoming students and two leaders (current Brock University students)
participated in an inaugural trip that involved a five-day canoe trip in Algonquin
Provincial Park in August 2010. The curriculum not only centred on introducing
students to wilderness travel, but also primarily focused on the “ins-and-outs” of
student life. The trip provided many opportunities (e.g., around the campfire, when
323 paddling, while hanging out at the campsite) for the group to engage in
conversations about networking with peers and professors, time management, study
skills, the importance of work/school/life balance, and where to buy the best
pizza (!).
All seven incoming students participated in a mixed methods pilot study that
examined program impacts. The Life Effectiveness Questionnaire (LEQ) (Neill,
Marsh & Richards, 2003) was administered pre and post trip to measure eight
indicators of personal change (e.g., social competence). Six of the seven students
participated in a follow-up focus group session conducted four months post
program. The focus was to further explore the impact of participation on social
supports, integration into university life, and the impact of the peer network students
created whilst on trip.
Results from the LEQ indicated that time management and active initiative were
identified as having the strongest impact. The main themes that emerged from the
focus group transcripts indicated that participants felt the program had resulted in: a)
early indicators of academic success; b) a strong sense of community with other
program participants; c) enhanced social support networks; and d) helpful “tips”
about campus life (e.g., importance of meeting professors). Many of these findings
are congruent with the previous relevant literature (e.g., Austin, Martin, Mittelstaedt,
Schanning, & Ogle, 2009; Bell, 2006; Jones & Hinton, 2007) and demonstrate the
effectiveness of outdoor orientation programs in a Canadian context. Future
research will be expanded to include ten trips that Brock BaseCamp will offer
incoming students in 2011.
Session participants will have the opportunity to discuss how established
institutional resources can be utilized to complement program goals through a
mapping activity and small group discussion.
Theme: Experiential Learning
Audience: Educational Developers
Keywords: experiential education, first year transition, wilderness orientation
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Concurrent Session Nine
Saturday, June 18, 8:30 – 9:20 am
C9-1a
8:30 - 8:55 am
Room: Arts 102
Regular and timely feedback for student and instructor alike, while connecting inand out-of-class learning
Alison Flynn, Department of Chemistry, University of Ottawa
________________________________________________________________________
C9-1b
8:55 - 9:20 am
Room: Arts102
Grading on the Curve: Are there pedagogical implications?
Robert W. Luth, University of Alberta; Heather A. Kanuka, University of Alberta
________________________________________________________________________
C9-2
8:30 - 9:20 am
Room: Arts 208
Implementing Adaptive Mentorship© in Practicum/Clinical Education Programs
Edwin Ralph and Keith Walker, College of Education, University of Saskatchewan
________________________________________________________________________
C9-3a
8:30 - 8:55 am
Room: Arts 211
Crossing the informational threshold: Information literacy threshold concepts
Alison Ruth, Faculty of Law and Management, La Trobe University; Luke Houghton,
Department of International Business and Asian Studies, Griffith Univeristy
________________________________________________________________________
C9-3b
8:55 - 9:20 am
Room: Arts 211
To See Ourselves As Others See Us: Exploring the Canadian Campus Novel
Sandra Beardsall Professor of Church History and Ecumenics at St. Andrew’s College;
Perry Millar, freelance editor; Melissa Spore, Instructional Designer, University of
Saskatchewan
________________________________________________________________________
326 C9-4
8:30 - 9:20 am
Room: Arts 101
Wiki Wiki Woo Woo: Engaging First Year Students in Many Ways
Lorna E. Rourke, St. Jerome's University; Tracy Penny Light, Sexuality, Marriage & The
Family and History, St. Jerome's University, Waterloo
________________________________________________________________________
C9-5
8:30 - 9:20 am
Room: Arts 104
Developing Cultural Sensitivity
Peggy Proctor, School of Physical Therapy, University of Saskatchewan; Arlis
McQuarrie, School of Physical Therapy, University of Saskatchewan
________________________________________________________________________
C9-6
8:30 - 9:20 am
Room: Arts 106
Intuition, Creativity, and Discourse: Addressing Cultural Differences in Knowing in
Higher Education
M.J. Barrett, School of Environment and Sustainability & College of Education
(Curriculum Studies), University of Saskatchewan
________________________________________________________________________
C9-7
8:30 - 9:20 am
Room: Arts 108
Beyond the OWL: interactive online sessions with students
Anne Loxley Baker, Coordinator, TRU Writing Centre, Thompson Rivers University;
Gary Hunt, Centre for Teaching and Learning, Thompson Rivers University
________________________________________________________________________
C9-8
8:30 - 9:20 am
Room: Arts 214
Towards the horizon: Linking teaching and research to improve undergraduate
student learning
Marcy Slapcoff, Teaching and Learning Services, McGill University
________________________________________________________________________
327 C9-9
8:30 - 9:20 am
Room: Arts 109
Promoting Interprofessional Practice in a High School setting
Lee Murray, College of Nursing, University of Saskatchewan
________________________________________________________________________
C9-10
8:30 - 9:20 am
Room: Arts 105
Moderator experience in delivering an interprofessional online blog
Natasha Hubbard Murdoch, Nursing Division, Saskatchewan Institute of Applied
Science and Technology; Kathy Disiewich, Nursing Division, Saskatchewan Institute
of Applied Science and Technology; Meghan McDonald, Nursing Division,
Saskatchewan Institute of Applied Science and Technology; Cindy Olexson, Nursing
Division, Saskatchewan Institute of Applied Science and Technology; Darlene Scott,
Nursing Division, Saskatchewan Institute of Applied Science and Technology
________________________________________________________________________
C9-11
8:30 - 9:20 am
Room: Arts 217
Influence of first time peer review on Science academics’ teaching practice and
philosophies
Maria B. Parappilly, School of Chemical and Physical Sciences, Flinders University;
Richard J. Woodman, Discipline of General Practice, School of Medicine, Flinders
University; James E. Harrison, Research Centre for Injury Studies, School of Medicine,
Flinders University
________________________________________________________________________
C9-12
8:30 - 9:20 am
Room: Arts 212
The Next Big Thing In Digital Education
Jeff Snook, Executive Learning Solutions & Channel Director
McGraw-Hill Ryerson, Higher Education Division
328 Concurrent Session Nine
C9-1a
Room: Arts 102
Saturday, 8:30 - 8:55 am
Regular and timely feedback for student and instructor alike, while
connecting in- and out-of-class learning
Alison Flynn, Department of Chemistry, University of Ottawa
Research Track
Abstract:
Personal response systems, or clickers, are used for many reasons, including those
of engaging students and of gauging students’ learning (Caldwell, 2007; Cossgrove
and Curran, 2008; Broida, 2007; Woelk, 2008). Online homework programs, which
automatically grade student work, provide practice questions for students, with the
options of giving them immediate feedback (ACE Organic - http://aceorganic.com/,
2011; OWL - http://www.cengage.com/owl/index.html, 2011; Connect: Teaching
and Learning Program - connect.mgrawhill.ca, 2011; Chamala et al., 2006;
Chambers and Blake, 2008; Dillard-Eggers et al., 2008). An online homework
program and clickers have been used together in large organic chemistry courses of
more than three hundred students in order to probe students’ understanding and to
connect in- and out-of-class learning. After each class, the students were responsible
for answering a question using an online homework program. The program gave the
students immediate feedback and the students’ answers could be reviewed by the
instructor prior to the following class. Clickers were used in a complementary
fashion in class. This is a technique that could be used in many disciplines and the
impact of this technique, student results and student feedback will be described.
There will be an opportunity for participants to reflect on their own practices and
discuss current or future uses for these or related techniques.
By the end of the session, participants will be able to describe one potential use of
clicker and online homework technologies in large chemistry classrooms in order to
give students and instructors regular and timely feedback. Additionally, participants
will be able to describe one way they do or could obtain feedback for themselves
and their students and encourage students’ learning beyond the classroom.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
329 Audience: General
Keywords: regular and timely feedback, assessment, large classes, online
homework program, clickers
C9-1b
Room: Arts102
Saturday, 8:55 - 9:20 am
Grading on the Curve: Are there pedagogical implications?
Robert W. Luth, University of Alberta; Heather A. Kanuka, University of Alberta
Research Track
Abstract:
What does “grading on the curve” mean and is it an appropriate way to grade in
university courses? How common is the usage- either explicitly or implicitly - of
norm referenced grading? We found at our institution that the answer to this
question depends on who is asked: deans, instructors, students. This sort of
discrepancy is disquieting. Perhaps a more important question to consider is: Is
there any pedagogic reason to grade on the curve? Should we have “suggested
grade distributions”? In an attempt to answer these questions, consultations across
the academy with students, instructors, administrators, and staff, were conducted
and measured against the literature on assessment and grading.
The aim of this exploration is to propose a way beyond grading on the curve that
has the potential to improve students’ learning and instructors’ teaching, as well as
improve the alignment of our practices with late 20th century learning theories.
There is evidence that indicates students learn most effectively under certain
conditions, acknowledging that how we assess will for many students define what
they will learn. Such conditions, according to Suskie (2009), include being graded
on important goals, provided with a variety of ways to demonstrate what has been
learned, opportunities to reflect on learning and explanatory feedback.
The objectives of this session are to address the following questions:
• What do we mean by assessment, and how does that differ from grading?
• How do we assess - and grade (at the University of Alberta)?
• What are the suggested distributions, and how have they been constructed?
• Should we be consistent?
• How should we grade?
• Where to from here?
330 Following a brief presentation on the above questions (10 minutes), an interactive
small group discussion will follow on a proposed solution to address the issues of
how to develop policy on assessment and grading in a university, while maintaining
individual needs and cultures between and across disciplines (10 minutes). Small
group responses will conclude with a larger group discussion (5 minutes).
Theme: Institutional Leadership of Teaching and Learning
Audience: Administrators; General; Educational Developers
Keywords: norm referenced grading policy
C9-2
Room: Arts 208
Saturday, 8:30 – 9:20 am
Implementing Adaptive Mentorship© in Practicum/Clinical Education
Programs
Edwin Ralph and Keith Walker, College of Education, University of Saskatchewan
Research Track
Abstract:
Learning Objectives
Workshop attendees will: (a) become familiar with the Adaptive Mentorship©
model, its rationale, and its research results; (b) practice applying it in a simulated
scenario; and (c) assess its potential effects if it were to be implemented in their
respective educational/training contexts.
Session Description
Evidence from the presenters’ cross-disciplinary research (Ralph & Walker, 2010),
and that of others (Allen & Eby, 2007) has confirmed: (a) that the process of
mentorship is crucial to the professional development of prospective practitioners in
all professional fields; and (b) that the effectiveness of mentorship practice is often
hampered by difficulties that arise within the mentor/protégé interrelationships and
interactions.
As a result of these findings, the presenters have developed, researched, and refined
a mentoring model, called Adaptive Mentorship© (AM), which can be used by
persons in mentorship positions in any professional preparation program,
educational/training setting, or occupational/apprenticeship environment. Research
331 on the AM model has shown that it can enhance the overall mentoring process, and
help reduce or eliminate some of the interpersonal conflicts within mentor/protégé
relationships. Key to AM is that the mentor must appropriately match his/her
mentorship response or style to correspond to the changing developmental level of
the protégé.
In the session, participants will examine the AM model and its research results, and
determine whether AM would: (a) enhance their own mentorship practice, and (b)
warrant collaboration in joint research regarding its effects.
The presenters recently received a Public Outreach Grant from the Social Sciences
and Humanities Research Council of Canada for the purpose of disseminating the
AM model across the professional disciplines. They therefore acknowledge the
support of SSHRC in providing assistance to present this work at STLHE.
Theme: Experiential Learning
Audience: General
Keywords: mentorship, mentoring, practicum, clinical education, coaching,
experiential learning, feedback
C9-3a
Room: Arts 211
Saturday, 8:30 - 8:55 am
Crossing the informational threshold: Information literacy threshold
concepts
Alison Ruth, Faculty of Law and Management, La Trobe University Luke Houghton,
Department of International Business and Asian Studies, Griffith Univeristy
Research Track
Abstract:
Early access to computers by the so-called ‘net generation’ means that many
students have high levels of proficiency with the operation of a computer. While the
conceptual framing of the ‘net generation’ as experts has served to provide
understanding of the shift in approaches to computer technology, it is less clear if
the ways this generation uses technology is richer for more time spent using it.
Kennedy et al (2008) questioned the notion of ‘digital natives’ and suggested that
while there is a core set of basic skills that have been developed, there is too much
diversity in the level of skills that students exhibit. They argue that this means there
332 is little ‘richness’ in skill development beyond the surface level and this does not
equate to ‘proficiency’. Meanwhile, many educators are concerned that this skill
level exceeds their own. Kennedy et al (2008) hints at the deeper problem of not
knowing if these students have an understanding of the technology’s appropriate use
and place in society. However, what Kennedy et al’s study shows is that there is a
range of skill levels and while Prensky (2001) suggests that students have mastered
many of these, there needs to be an elaboration of some threshold concepts to
ensure students actually gain a deeper understanding from any learning activities to
compliment their computer based skills.
The context of this skill development is often embedded within Management
Information Systems type subjects at tertiary level. This context requires learning to
be directed towards an environment where the technology studied reflects practice
around it and through its use. We argue that learning about technology in context
produces the possibility of deep approaches to learning because it moves beyond
the artefact and into practice and social context. We identify some ‘threshold
concepts’ that are facilitative of developing deeper understanding of technology by
Gen-Y. These include: problem solving processes - different approaches to problem
definition and solutions; innovation in business - new business models and the shifts
wrought by computer interactions; knowledge management - similarities between
personal and professional (business) processes; and the rise of social networking how sociality and technology (socio-technical systems) have created new processes
for interactions, and systems thinking - relating parts and wholes within complex
problems that combine all of the above.
We show these concepts work through an introductory course where ‘digital
natives’ were exposed to deep thinking approaches using the above threshold
concepts. The findings show that when exposed to these concepts in context,
students demonstrate evidence of deeper thinking and learning about technology.
References
Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K. & Krause, K.-L. (2008). First
year students' experiences with technology: Are they really digital natives?
Australasian Journal of Educational Technology, 24(1), 108-122.
http://www.ascilite.org.au/ajet/ajet24/kennedy.html
Prenksy, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5).
http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Theme: Transformational Curricular Design
Audience: General
333 Keywords: threshold concepts, information literacy, business course
C9-3b
Room: Arts 211
Saturday, 8:55 - 9:20 am
To See Ourselves As Others See Us: Exploring the Canadian Campus
Novel
Sandra Beardsall, Church History and Ecumenics, St. Andrew’s College; Perry
Millar, Freelance Editor; Melissa Spore, University of Saskatchewan
Research Track
Abstract:
What can Canadian literature tell us about Canadian higher education?
This session considers academic culture, teachers, and learners as depicted in
Canadian novels. The Canadian contribution to the genre of the campus novel is
rich but neglected. British writers from the 1920s (such as Dorothy Sayers) through
the 1950s (Kingsley Amis’s Lucky Jim) and contemporary books by David Lodge
present academic life with humour and a satiric edge. In the United States,
universities are the setting for works by Mary McCarthy, Richard Russo, and Jane
Smiley, whose Moo offers a broad portrait of mid-western university, with some
elements familiar to Canadians: after all, the biology professor tries to murder the
Dean of Extension.
Campus novels are important because they depict faculty, students, and
administrators of institutions of higher education, inviting readers to experience the
institutions in imaginative ways. We might assume that each writer begins from
personal knowledge of a higher education setting (the Toronto Normal School, the
Universities of Manitoba and Toronto, Queens, Ryerson) and creates a new
institution. From this vantage point authors can examine the values of the
institutions, the role and importance of education, the actual experience of being
educated or being the educated. This is sometimes depicted seriously with plots that
integrate growth, even coming of age of a protagonist. Or academia is presented
with some humor or satire–sometimes biting, sometimes gentle–to examine the
limits and human frailties that creep into institutions and shape the teaching and
learning enterprise.
The session will discuss The Measure of the Rule by Robert Barr (1905), The Varsity
Story by Morley Callaghan (1948), The Ragged Regiment by Edward McCourt
(circa1970), Rebel Angels by Robertson Davies, (1981), and Swann by Carol Shields
334 (1987). It considers what readers who are also practitioners in institutions of higher
learning can both enjoy and learn from this genre.
The three-person panel will discuss the books with the participants, inviting
comments and questions. Each novel will be summarized and compared to the
others and placed in the context of Canadian higher education.
Participants will become aware of
• the tradition of the campus novel
• the variety and substance of Canadian campus novels
• the development of higher education in Canada as reflected in the novels
• the creative depiction of university life and how these works of fiction can both
reflect and entertain those of us working in higher education.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: novel fiction campus cultire
C9-4
Room: Arts 101
Saturday, 8:30 - 9:20 am
Wiki Wiki Woo Woo: Engaging First Year Students in Many Ways
Lorna E. Rourke, St. Jerome's University; Tracy Penny Light, St. Jerome's University
Innovative Practice Track
Abstract:
At St. Jerome’s , a small Liberal Arts University in Waterloo, Ontario, first semester
students are encouraged to enrol in a course called “Human Sciences 101:
Reflection and Action.” Sections of the course are very small, with 10-15 students
per class, and the course introduces these 17 and 18 year old students to four
classic works of literature and to University life. Each professor who teaches the
course takes a unique approach to the material and to the class. In Dr. Penny Light’s
section, she partners with Lorna Rourke, the St. Jerome’s Librarian, and other guest
speakers to challenge the students as ‘responsible and engaged citizens’ and as
‘scholars of learning.’ Course materials are studied in an academic context and in a
social / cultural context and accommodate many different styles of learning.
335 Some examples of the different approaches taken in this course include:
• Students are each given a research topic and no instruction on how to find
information. They conduct their research on laptops in the classroom, then they
come together as a class to discuss the experience, what they found, and how they
might perform more effective research. After this discussion they research the same
topic using the skills they have learned during the discussion.
• The students use E-portolios to document their learning and their experiences in
the classroom and beyond
• Students create posters and presentations based on their E-portfolios
• Class members, professors and the librarian go on field trips–to the Library, to a
campus pub, to a local volunteer centre–for research and discussion
• All students are required to volunteer outside of the university to demonstrate
responsible citizenship; they then reflect on their experience in a variety of creative
ways including paintings, presentations, and brochures.
• Students in the course formed a University-wide Social Justice Club
• A Wikipedia challenge: instead of telling students that Wikipedia is “bad”, they
are asked to choose two topics in which they are interested or consider themselves
to be “experts”. They edit the Wikipedia pages for those topics, adding both correct
and incorrect information, then monitor their pages throughout the semester. This
provides a practical learning experience which allows the students to form their
own opinions about the value of this popular, and often forbidden, research tool.
Feedback from the students about their experiences in Dr. Penny Light’s course has
confirmed that this approach to teaching and learning has been engaging, fulfilling,
and even life changing–for students and teachers alike.
Theme: Experiential Learning
Audience: General
Keywords: experiential learning; information literacy; e-portfolios; service
learning; volunteering; first year students; liberal arts
C9-5
Room: Arts 104
Saturday, 8:30 - 9:20 am
Developing Cultural Sensitivity
Peggy Proctor, School of Physical Therapy, University of Saskatchewan; Arlis
McQuarrie, School of Physical Therapy, University of Saskatchewan
Innovative Practice Track
336 Abstract:
Integral to our overall curricular goals, the School of Physical Therapy strives to
promote the concept of cultural safety and encourage a sense of cultural
appreciation in Physical Therapy (PT) students, as core competencies. We believe
that health care professionals have an ethical responsibility to strive for cultural
proficiency, and to promote cultural safety in patient care (Srivastava, 2007).
Throughout the Master of Physical Therapy (MPT) program, students are challenged
to consider, and to understand, many different cultures of the world, including
cultures of local Aboriginal peoples. Our province of Saskatchewan has a young
and growing Aboriginal population. The 2006 Census of Canada data shows that
the Aboriginal population in Saskatchewan constitutes 15% of the total population,
and is projected to be 20% by 2015.
A holistic approach to Aboriginal health issues, and the related socio-economic
factors present, is critical in seeking to understand Aboriginal cultures and
population demographics in the context of our own environment. Healthcare
service delivery and health promotion with Aboriginal populations are recognized
as important content areas in the MPT program at the University of Saskatchewan.
Toward this end, and in collaboration with Aboriginal consultants and colleagues,
we have designed a three-part learning intervention intended to promote Aboriginal
cultural competence and cultural appreciation in our curriculum. This content is
embedded in a course entitled “Physical Therapist as Educator,” since we see
culture and cultural beliefs as central to the construct of teaching and learning.
Component one of the three-part learning intervention is a written assignment
designed to have students explore, examine and define some fundamental
knowledge of Aboriginal people in Saskatchewan. The second component is a
Problem-based Learning (PBL) module on Aboriginal Culture, Health and Healing,
centred on a patient from a First Nation community and cultural concerns related to
health care delivery. The learning objectives of the PBL include: 1) Discussing the
challenges to maintenance of health with this client and the logistics of these
challenges related to relevant ‘Determinants of Health’; 2) Exploring available
community resources to assist in achievement of the treatment goals; 3)
Determining useful communication approaches based on an understanding of the
client’s usual communication style; 4) Identifying the ‘gender, age and race issues’
which may arise from interactions between health providers and persons from a
First Nations community, and generating approaches to address these effectively.
The third and final component of the learning intervention is to return the first
written assignment to each student, and ask them to reflect upon and express new
learning since completing the initial assignment. There is often significant insight
expressed by PT students in the third phase, and we consistently see movement by
students along a well-established construct or continuum toward greater cultural
competence (Cross et al., 1999).
337 During this interactive session, participants will be invited to share examples of
learning interventions to develop and promote cultural sensitivity, and will
exchange ideas on measurement of attitudes and behaviours pertaining to clinical
cultural competence.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: cultural competence; aboriginal; cultural proficiency; cultural safety
C9-6
Room: Arts 106
Saturday, 8:30 - 9:20 am
Intuition, Creativity, and Discourse: Addressing Cultural Differences in
Knowing in Higher Education
M.J. Barrett, School of Environment and Sustainability & College of Education,
University of Saskatchewan
Innovative Practice Track
Abstract:
Professionals regularly encounter complex dilemmas which demand openness to
multiple perspectives, yet current educational approaches are often dominated by
particular ways of knowing and knowledge systems which provide valuable, but
incomplete perspectives. This presentation will describe experiences teaching a new
graduate level course which supports students to appreciate, understand, and
integrate multiple ways of knowing in their problem-solving processes related to
environmental concerns. This course is particularly important given: (a) the need to
approach complex decisions from a variety of perspectives and worldviews, and (b)
the “duty to consult” with Aboriginal Peoples with respect to public lands, waters,
and other resources.
Attentive to the role of discourse, together with technologies of self and power
(Foucault, 1988), students are encouraged to grapple with their own resistances to
what often appear to them as non-conventional teaching approaches, and ways of
coming to know. The presentation will identify ways in which culturally shared
narratives (discourses) can govern the way we can think (Scott, 1988), constrain our
ability to be respectful of other cultures and their knowledge systems, and ultimately
limit creativity with respect to environmental and other forms of problem-solving. In
338 addition to experiences teaching the course, the session will also introduce and
draw on the author’s multi-media doctoral dissertation.
In an integrated approach, the presenter will both talk about and demonstrate many
of the pedagogical approaches which support students to engage with a variety of
knowledge-making processes, including embodied and intuitive knowing. Similar to
the course, the presentation will include significant participant involvement,
intentionally drawing from both intuition and intellect. It will address a variety of
theories of knowledge to explain student (and participant) experiences, including
the role of the natural world in knowledge-making, and new research from quantum
theory.
This presentation will be of interest to participants who are looking for something
different. Intended outcomes include: (1) an understanding of the course aims,
structure, and pedagogical approaches, and (2) critical reflection on the ways in
which Western academic structures and embedded assumptions about knowledge
and knowing may make it particularly difficult to engage students from non-Western
cultures. Although the course itself is grounded in the environmental field, the
presentation will be of interest to conference participants in a wide range of subject
areas.
References: Foucault, M. (1988). Technologies of the self. In M. Luther, G. Huck &
P. Hutton (Eds.), Technologies of the self: A seminar with Michel Foucault (pp. 1649). Amherst, MA: University of Massachusetts Press.
Scott, J. (1988). Deconstructing equality-versus-difference: Or, the uses of
poststructuralist theory for feminism. Feminist Studies, 14(1), 33-50.
Theme: Transformational Curricular Design
Audience: Educational Developers
Keywords: environmental education; culture; discourse; ways of knowing;
knowledge systems; innovative pedagogy
C9-7
Room: Arts 108
Saturday, 8:30 - 9:20 am
Beyond the OWL: interactive online sessions with students
Anne Loxley Baker, Coordinator, TRU Writing Centre, Thompson Rivers
University; Gary Hunt, Centre for Teaching and Learning, Thompson Rivers
University
339 Innovative Practice Track
Abstract:
In recent years, innovative software has been created that extends the classroom
beyond the physical campus. This workshop will introduce an innovative practise
for Writing Centres that goes beyond the OWL (online writing lab) using Elluminate
software: the interactive online tutorial. The Writing Centre at Thompson Rivers
University (TRU) has advertised online appointments on its website since
September, 2010. Some Writing Centres conduct online sessions using tools like
Skype and GoogleDocs, but few have used Elluminate, which functions like a
virtual classroom as opposed to a simple collaborative site. Participants will observe
a demonstration and share ideas about how this technology could be used in their
Centres, Departments, and other contexts. Theme: Innovation with Technology
Audience: Writing Centre Special Interest Group; Educational Developers;
Administrators
Keywords: elluminate, writing centres, online, tutoring, teaching, learning,
distance education, student services, virtual classroom.
C9-8
Room: Arts 214
Saturday, 8:30 - 9:20 am
Towards the horizon: Linking teaching and research to improve
undergraduate student learning
Marcy Slapcoff, Teaching and Learning Services, McGill University
Organizational Change Track
Abstract:
An implicit goal of higher education is to cultivate students’ ability to think and act
like professionals, scholars and citizens. How can instruction be most effectively
designed to foster these types of outcomes? At our institution’s educational
development unit, we think the answer lies, at least in part, in helping students
understand the relationship between the course content they are learning and the
processes of research and scholarship. Our Teaching-Research Nexus Project aims
to uncover ways that instructors, regardless of discipline, can communicate to
340 students that knowledge is dynamic and that a discipline is a way of making sense
of the world, and not just a collection of facts. We are working towards this goal by
supporting individual professors with the design of undergraduate courses and by
developing guidelines to encourage dialogue and change at the organizational
level. During this session, the multiple initiatives our unit leads to promote the links
between teaching and research to benefit student learning will be described : (a) a
faculty network whose members are developing recommendations for the university
with discipline-specific examples of how to engage students with research in ways
that leads to deeper learning; (b) a series of mini-documentaries of professors who
use a variety of experiential strategies to introduce and involve students with
research; (c) a website that profiles instructors as they share their reflections on
teaching and learning, and includes their thoughts on how to integrate research
within their undergraduate courses; (d) university-wide symposia focused on faculty
and student experiences that integrate teaching, research and learning; and (e) a
faculty steering committee who grapple with the conceptual and practical
challenges of advancing this issue on campus. Through a series of short interactive
activities and discussions, session participants will consider the adaptability of this
multi-pronged approach to their own contexts and brainstorm further strategies to
promote the integration of teaching, research and learning at all levels of their
institutions.
Learning objectives:
By attending this session, participants will:
• Become aware of one university’s use of multiple activities and resources to
promote the integration of teaching, research and learning at both the individual
and institutional levels.
• Reflect on the adaptability of this multi-pronged approach to their own contexts
while considering the factors that may facilitate or impede implementation of
certain activities.
• Brainstorm further strategies to promote the integration of teaching, research and
learning at all levels of their institutions.
Theme: Experiential Learning
Audience: General
Keywords: teaching research nexus
C9-9
Room: Arts 109
Saturday, 8:30 - 9:20 am
Promoting Interprofessional Practice in a High School setting
341 Lee Murray, College of Nursing, University of Saskatchewan
Innovative Practice Track
Abstract:
We have been teaching our students about the importance of interprofessional
practice and diversity in practice for many years however their actual experience is
much more limited. The College of Nursing, University of Saskatchewan provides
opportunities for 4th year nursing students, during their senior practicum to be part
of an interprofessional environment at two of the local high schools. The nursing
students in a multi-disciplinary school environment provide service to adolescents
with developmental disabilities. They work with students and professionals from
clinical psychology, education, social work, and psychiatry. The primary goal is for
nursing students to learn from, with and about other professions. All nursing
students are provided with opportunities to develop their working knowledge of the
skills of other disciplines on the team. This is intended to foster strong
interprofessional collaboration skills. These include interpersonal skills such as
leadership, conflict resolution, problem-solving and decision-making skills, and an
increased knowledge of the similarities and differences among professions. Open
and equitable communication between professions, including professionals and
students, occurs. Capacity is built between and amongst each team member, and
the understanding is that while each profession is distinct, there can be skill transfer
between the members and that we can learn from each other and grow
professionally (MacDonald, Bally, Ferguson, Murray & Fowler-Kerry, 2010). Not
only does this make for respectful dialogue, but improves individual practice and
makes for efficient service delivery. Students reported that through their
interprofessional experience they learned to be more flexible, discovered how
others perceive their own profession, learned from and about other professions, and
learned about their own profession in context of the interprofessional team. Students
were encouraged to improve specific assessment and intervention skills including
effective therapeutic communication and counseling skills, assessment and
intervention, critical reflection and application of theory and research to practice.
There was also an expectation they would develop and demonstrate an increased
level of confidence and independence in each of these areas. These important
professional collaboration skills will be of benefit to the students regardless of what
area they intend to practice in the future.
The expected outcomes of this presentation are for participants to gain an
understanding of a current practice at the College of Nursing, University of
Saskatchewan, discuss the importance of interprofessional practice and share
teaching learning experiences that promote practicum experiences in an
interprofessional setting. The participants will be engaged throughout the session in
answering and discussing posed exploratory questions.
342 Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: interprofessional practice, diversity, student experience, developmental
disabilities
C9-10
Room: Arts 105
Saturday, 8:30 - 9:20 am
Moderator experience in delivering an interprofessional online blog
Natasha Hubbard Murdoch, Nursing Division, Saskatchewan Institute of Applied
Science and Technology; Kathy Disiewich, Nursing Division, Saskatchewan
Institute of Applied Science and Technology; Meghan McDonald, Nursing
Division, Saskatchewan Institute of Applied Science and Technology; Cindy
Olexson, Nursing Division, Saskatchewan Institute of Applied Science and
Technology; Darlene Scott, Nursing Division, Saskatchewan Institute of Applied
Science and Technology
Innovative Practice Track
Abstract:
Faculties that integrate interprofessional education (IPE) continue to modify teaching
strategies and delivery methods to meet the needs of professional competencies,
curriculum changes, and adult learning expectations. While traditional
interprofessional experiences are delivered in-person, often through a problembased learning scenario, barriers to implementing in-person IPE have created the
need for unique delivery methods. In this session, moderators of a recent
interprofessional, case-based, asynchronous, online learning project will facilitate
discussion regarding the implementation and impact of blogging at a provincial
technical college for seven moderators and 83 students. First, moderators will share
experiences regarding the ‘fit’ of the project for students, from three professions,
including technology learning needs and the context of the courses (theory and
clinical) within which this experience was placed. Student posts were analyzed for
quantity and quality in relation to expectations around evaluation and
communication. Second, moderators provide insight into their own experiences of
being involved, including project impact on faculty workload, satisfaction, and
student-instructor relationships. Third, participants in this session are encouraged to
engage in discussion with the moderators about the experience of IPE blogging;
whether technology and IPE should or can be spiraled throughout a curriculum;
343 workload for students and faculty, including technical support; and whether the
skills utilized are perceived as contributing to the professional future of students and
faculty alike.
Interprofessional components are instituted within curricula with intent to improve a
number of student outcomes; interprofessional communication, comfort working
within interprofessional teams, and familiarity with integrated professional practice
environments. During this online project, pre and post test surveys evaluated
correlation between intended and actual student outcomes. Also of interest were
student perceptions regarding value placed on one profession’s contributions versus
other student groups. A side benefit was the self-directed component to blogging.
The appeal of this venue to case-based learning is that each team’s level of
engagement and quality of contribution determines the direction the team takes.
Each faculty member (moderator) was set up with a group of eight students from
different disciplines. Faculty had varied experience with online moderating.
Strategies and techniques used to moderate varied between blogs. Moderator
contributions varied between type (encouragement, critical thinking questions,
challenging suggestions, invitation for further depth) and amount of interaction
(continuous, ‘hands-off,’ or during cool-down-moments when momentum was
slowing). This resulted in moderators being required to tailor this strategy to student
needs as evidenced by the student level and depth of participation/ engagement.
Following completion of the IPE blog, moderators were debriefed about: the online
experience, workload, comfort level and if they would participate again.
Integration of IPE and technology results in positive outcomes for both students and
faculty. Development of creative strategies such as blogging encourages
engagement from several disciplines and promotes sharing of different perspectives.
Participants in this session will be offered opportunity to complete these objectives:
1. Discuss expectations of students, perceived and real, regarding comfort with
technology utilization
2. Share expectations regarding current and future changes in workload for
moderators
3. Discuss the value of IPE in an undergraduate setting
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: TA Developers Special Interest Group; College Educators Special
Interest Group; Educational Developers; Administrators; General
Keywords: blog, interprofessional, moderator
344 C9-11
Room: Arts 217
Saturday, 8:30 - 9:20 am
Influence of first time peer review on Science academics’ teaching
practice and philosophies
Maria B. Parappilly, School of Chemical and Physical Sciences, Flinders University;
Richard J. Woodman, School of Medicine, Flinders University; James E. Harrison,
School of Medicine, Flinders University
Innovative Practice Track
Abstract:
Background: Traditionally there has often been little formal attention paid to
teaching quality and effectiveness within many University disciplines, including the
sciences. Science academics often rely on their own experiences in developing their
teaching styles and philosophies without any formal appraisal or feedback. One
area within the Australian higher education system which is contributing to the reshaping of academic practice is the evaluation of teaching practice using peer
review (Kerri-Lee Harris, 2008). Due to its relative novelty within the sciences,
many science academics, including those with considerable teaching and/or
research experience, have had little or no exposure to peer review.
Objectives: We sought to describe the usefulness of a single first time peer review
for science academics across different career stages. We describe three participants’
teaching philosophies before and after the peer review process, and changes in their
teaching style as a result of the peer review process. Each of the three participants
taught within different science disciplines (Physics, Biostatistics, and Epidemiology)
and their academic experience ranged across the full academic span from Associate
lecturer, through Senior lecturer, to Professor. Despite this, all had relatively little
lecturing experience for their positions, and none had previously participated in a
peer review, either as an observer or as someone being observed.
Results: Each of the three academics stated that the single peer review process had a
relatively strong impact on their teaching practices and philosophies. Despite their
wide range in experience, prior to their review, teaching-focused approaches were
central to each of their teaching philosophies. A principal suggestion from all
reviewers to their peers was for the need to aim for greater interaction with students
with more emphasis on student-focused approaches to teaching. These suggestions
were in due course reflected with changes towards student focused knowledge
creation philosophies for each participant, following successful implementation of
strategies designed to increase student engagement and understanding.
345 Conclusion: This paper highlights the potential for successful academic crosscollaboration amongst different science disciplines. Additionally, since all staff
taught within the science disciplines where peer review is not yet integral to
teaching practice, this study offers evidence that neither cross-faculty peer review,
inter-departmental peer review, or peer review in the science disciplines need be a
barrier to peer review success. The study also provides evidence that even a single
peer review alone can engage teaching staff sufficiently enough to consider
changing their teaching styles and philosophies, and has potential to do so for staff
across all stages of the academic tree. Finally, all participants described satisfaction
in the peer review process enabling perceived improvements in their teaching
practice and higher “Student Evaluation of Teaching” scores.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: TA Developers Special Interest Group; College Educators Special
Interest Group; Educational Developers; General
Keywords: teaching practice, philosophies, student evaluation of teaching, peer
review, feedback
C9-12
Room: Arts 212
Saturday, 8:30 - 9:20 am
The Next Big Thing In Digital Education
Jeff Snook, Executive Learning Solutions & Channel Director
McGraw-Hill Ryerson, Higher Education Division
Abstract:
McGraw-Hill Connect™ and McGraw-Hill Create™ are fully integrated into the
Blackboard Learn™ platform.
This unprecedented integration of publisher-provided content and tools into a
learning management system offers the enhanced experience of all course resources
in a single, online environment. All hosted within your institution's Blackboard
instance, student now have the means to better connect with their coursework,
instructors, and the important concepts that they will need to know for success now
and in the future.
346 Key Features:
• Single Sign-on: A single login and single environment provide seamless access to
all course resources - all McGraw-Hill's resources are available within the
Blackboard Learn™ platform.
• One Gradebook: Automatic grade synchronization with Blackboard gradebook.
All grades for McGraw-Hill assignments are recorded in the Blackboard gradebook
automatically.
• Rich and Deep Integration: One click access to a wealth of McGraw-Hill content
and tools - all from within Blackboard Learn™.
Want To Learn More?
Learn more about how this exciting new partnership will be simplifying your
teaching experience. Come see what we're doing for you!
347 Concurrent Session Ten
Saturday, June 18, 9:30 – 10:20 am
C10-1a
9:30 - 9:55 am
Room: Arts 102
Peer Tutors and the Mirror of Narcissus: How student motivations affect learning
environments
Maura Matesic, York University
________________________________________________________________________
C10-1b
9:55 - 10:20 am
Room: Arts102
Creating Learning Communities in Online Learning Environments
Richard Schwier, Educational Technology and Design, University of Saskatchewan;
Jaymie Koroluk, Gwenna Moss Centre for Teaching Effectiveness, University of
Saskatchewan
________________________________________________________________________
C10-2a
9:30 - 9:55 am
Room: Arts 208
Mindfulness Training: Improved Attention and Reduced Rumination in Veterinary
Students
Patricia M. Dowling, Western College of Veterinary Medicine, University of
Saskatchewan; Cathy Dick, Lomnes Veterinary Clinic; Amishi P. Jha, Department of
Psychology, University of Miami
________________________________________________________________________
C10-2b
9:55 - 10:20 am
Room: Arts 208
Student perspectives on the importance of 'safe space': insights from a three phase
study of student engagement in a culturally diverse community college.
Alison Thomas, Department of Sociology and Anthropology, Douglas College; Susan
Smythe, Department of Geography, Douglas College; Lin Langley, Centre for
Academic and Faculty Development, Douglas College
________________________________________________________________________
348 C10-3
9:30 - 10:20 am
Room: Arts 211
Conducting Ethical Research
Denise Stockley, Centre for Teaching and Learning, Queen's University; Laura-Lee
Balkwill, Policy Analyst, Interagency Secretariat on Research Ethics (Tri-Council);
Denis Bèdard, Department of Pedagogy, University of Sherbrooke ;Albert Clark, Chair
of the Research Ethics Board, Queen's University; Rylan Egan, Instructional
Development Office, Memorial University of Newfoundland; Taralee Hammond,
School of Access, Nova Scotia Community College; Penina Lam, Centre for Teaching
and Learning, Queen's University; Joan Stevenson, Chair of the General Research
Ethics Board, Queen's University; Lynn Taylor, Centre for Learning and Teaching,
Dalhousie University; Margaret Wilson, Centre for Innovation and Development,
NorQuest College
________________________________________________________________________
C10-4
9:30 - 10:20 am
Room: Arts 101
Experiential Learning Internship Course: a case study
Grant Wood, College of Agriculture and Bioresources, University of Saskatchewan
________________________________________________________________________
C10-5
9:30 - 10:20 am
Room: Arts 104
Creating Teaching/Learning Environments that Promote an Appreciation for
Diversity
Lee Murray, College of Nursing, University of Saskatchewan
________________________________________________________________________
C10-6
9:30 - 10:20 am
Room: Arts 108
Including Emotionally Distressed Students in Writing Instruction
Kristi Girdharry, University of Massachusetts Boston; Meghan Hancock, University of
Massachusetts-Boston; Rebecca Katz, Boston University/University of Massachusetts Boston; Jesse Priest, University of Massachusetts-Boston
________________________________________________________________________
349 C10-7
9:30 - 10:20 am
Room: Arts 214
Creating an Inclusive, Scholarly, Knowledge-Building Academic Community through
Undergraduate Research
Brad Wuetherick, Gwenna Moss Centre for Teaching Effectiveness, University of
Saskatchewan
________________________________________________________________________
C10-8
9:30 - 10:20 am
Room: Arts 210
Addressing Silos of Difference through Interdisciplinary Community ServiceLearning
Phaedra Hitchings, University Learning Centre, University of Saskatchewan; Nancy
Van Styvendale, Department of English, University of Saskatchewan
________________________________________________________________________
C10-9
9:30 - 10:20 am
Room: Arts 109
Welcoming Educational Technology: Promoting Sustainable Teaching & Learning
Geraldine (Jody) Macdonald Faculty of Nursing, University of Toronto; Susan J.
Wagner, Centre for Interprofessional Education & Faculty of Medicine, University of
Toronto
________________________________________________________________________
C10-10
9:30 - 10:20 am
Room: Arts 105
Facing the learning exchange with technology
Katherine Hewlett, AchieveAbility Network: Social enterprise organisation linked to
HE
________________________________________________________________________
C10-11
9:30 - 10:20 am
Room: Arts 217
Promoting the professional development of the reflective University Teacher: The
place of Critical Friends
Mervin E. Chisholm, Instructional Development Unit, University of the West Indies
________________________________________________________________________
350 C10-12
9:30 - 10:20 am
Room: Arts 212
Leveraging the Potential of Communities of Practices: Challenges, Successes and
Lessons Learned
Jeanette McDonald, Teaching Support Services, Wilfrid Laurier University; Sally
Heath, Teaching Support Services, Wilfrid laurier Unviersity
________________________________________________________________________
C10-13
9:30 - 10:20 am
Room: Arts 206
Optimizing learning potentials in the university classroom: A Habermasian
perspective
Phillip Lee, Sociology, St. Thomas More College
________________________________________________________________________
351 ______________________________________________________________________
Concurrent Session Ten
C10-1a
Room: Arts 102
Saturday, 9:30 - 9:55 am
Peer Tutors and the Mirror of Narcissus: How student motivations
affect learning environments
Maura Matesic, York University
Research Track
Abstract:
Are students today more narcissistic than ever before? A recent longitudinal study
involving thousands of college students in the United States suggest they are. Scores
of students who completed the Narcissistic Personality Inventory, the most widely
used instrument to measure narcissism, have risen steadily for decades. In fact, by
2006 two-thirds of students received above-average scores–up 30% since the test
was first administered in 1982 (Twenge, 2009). What are the implications of this
trend on classroom pedagogy and, more specifically, on models of peer tutoring
calculated to foster inclusiveness and the safe expression of diverse viewpoints?
This study set out to explore what motivates students to volunteer to become peer
tutors. The experiment took place in a first year business course comprised of four
hundred undergraduates. The course was divided into sixteen tutorials of twentyfive students each. Students in each tutorial were divided into groups of five and
charged with preparing and presenting a business plan. The best plan from each
tutorial was then entered in a course-wide competition. Peer tutors were recruited at
the beginning of the year from among undergraduates who had already completed
the course and whose business plans had advanced to the course-wide competition.
When peer tutors visited the tutorials they offered to answer student questions and
share their own experiences in the business plan competition.
This study required peer tutors to fill out detailed surveys in which they described
what had motivated them to assume the role of peer tutor and what benefits they
expected to receive in return. Although some students cited altruistic reasons for
becoming involved, an initial analysis of the data also reveals that narcissistic
tendencies (components identified by Raskin and Terry, 1988) played a significant
role in motivating peer tutors. Specifically, peer tutors noted the emotional reward
352 they received as a result of being perceived as experts and authority figures. While
studies often refer to narcissism as a motivator among instructors and faculty
members (Hess, 2003; Hill and Yousey, 1998; Friedman, 2006), few researchers
have asked how this psychological trait can affect the way in which peer tutors
perform their role and the impact it can have on the teaching and learning
environment. Although the use of peer tutors has often been seen as a way to invite
the expression of diverse viewpoints in the classroom, narcissistic tendencies rooted
in a desire for expert status have the potential to undermine this larger goal. This
paper will offer a careful analysis of the data collected in order to show that
instructors who choose to use peer tutors to foster inclusivity must also take steps to
guard against narcissistic tendencies among peer tutors that can quietly but seriously
frustrate an open learning environment.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: College Educators Special Interest Group; Writing Centre Special
Interest Group; Educational Developers; Administrators; General
Keywords: peer tutoring, narcissism, motivation, diversity
C10-1b
Room: Arts102
Saturday, 9:55 - 10:20 am
Creating Learning Communities in Online Learning Environments
Richard Schwier, Educational Technology and Design, University of Saskatchewan;
Jaymie Koroluk, Gwenna Moss Centre for Teaching Effectiveness, University of
Saskatchewan
Research Track
Abstract:
Objective:
In this session, participants will define and compare formal and informal learning
environments and consider approaches to developing online learning communities
that include formal and informal features.
The session will begin by inviting participants to imagine community and express
what they envision. Building on their ideas, we will challenge them to identify
community in their own classrooms, and how this may manifest in online learning
environments. Our challenge as facilitators will be to link their ideas to the findings
of our research program.
353 In recent years, we have witnessed deep challenges to how we think about learning,
learning design, and learning environments. One of the most significant challenges
we face is how to understand and employ non-formal and informal learning
opportunities for students. Distance learning, built initially and intentionally on
formal, institutional structures, are augmented or replaced by non-formal and
informal learning opportunities that users shape into personal learning
environments. This paper argues that as educational technology professionals and as
instructional designers, we need to embrace the constructs of non-formal and
informal learning and make them our own. We may have a need to support formal
learning, and in fact, we may even make most of our livings from it; but we should
not give our hearts over to formal learning. There is excitement, potential and
possibly the future of learning on the non-formal/informal side of the ledger.
Perhaps even more importantly, it is where we believe part of the fun is hiding in
our profession.
In order to understand the characteristics of community in formal online learning
environments, we developed a conceptual model of VLCs from existing literature
and later refined it (Schwier, 2007); it included three interacting categories of
characteristics: catalysts, emphases and elements, and it is this model that serves as
the starting point for understanding learning communities in non-formal and
informal environments. We believe it is time for research in higher education to
make a serious and sustained effort to understand informal learning in technologybased environments–to find out how learning happens in online social
environments and where it does not. We need to understand how we can support a
new kind of engagement by learners so they can invent new ways to identify and
address their own problems. In other words, we need to pay considerable attention
to the natural and effervescent processes of learning we see being invented. The
data are lying in front of us, inviting exploration. Our challenge is sorting out the
questions worth asking, and inventing ways to conduct serious, penetrating research
into those questions. But first, we need to be curious.
Schwier, R.A, (2007). A typology of catalysts, emphases and elements of virtual
learning communities. In R. Luppicini (Ed.), Trends in distance education: A focus
on communities of learning (pp. 17-40). Greenwich, CT: Information Age
Publishing.
Theme: Communities of Practice, Learning Communities
Audience: Educational Developers
Keywords: learning communities, online learning, informal learning, innovation
354 C10-2a
Room: Arts 208
Saturday, 9:30 - 9:55 am
Mindfulness Training: Improved Attention and Reduced Rumination in
Veterinary Students
Patricia M. Dowling, Western College of Veterinary Medicine, University of
Saskatchewan; Cathy Dick, Lomnes Veterinary Clinic; Amishi P. Jha, Department
of Psychology, University of Miami
Research Track
Abstract:
Learning Objectives:
- Understand how mindfulness training employs experiential learning to teach
stress-reduction techniques that students can utilize for their own self-care and
professional practice.
- Examine an innovative web-based method of assessing the effects of mindfulness
practice.
- Examine the evidence that mindfulness training enhanced specific aspects of
attentional functioning and self-reported mood and trait-level mindfulness in
veterinary students.
Mindfulness-based training (MT) is known to improve attention, reduce stress, and
improve well-being both in medical and nursing students and in medical
professionals (Shapiro et al, 1998; Hassed et al, 2008; Krasner et al, 2009). In this
study, we investigated the putative benefits of MT on third year veterinary medical
students. These students are similar to medical students in vulnerability to stressrelated attentional lapses and burnout (Hafen et al, 2006; Hafen et al, 2008; Kogan
et al, 2005).
We examined the hypothesis that mindfulness training alters or enhances specific
aspects of their attentional functioning, self-reported mood and trait-level
mindfulness, using an innovative web-based assessment tool. We examined three
functionally and neuroantomically distinct but overlapping attentional subsystems:
alerting, orienting, and conflict monitoring. Functioning of each subsystem was
measured by performance on the Attention Network Test (ANT). The MT group
(N=17) consisted of individuals naïve to mindfulness techniques who participated in
a 7-week Mindful Veterinary Practice (MVP) course that emphasized the
development of concentrative meditation skills. Another group of students in the
same academic cohort, who received no training served as the control group
(N=16). Performance of these groups was compared at two time points,
corresponding to before (Time 1) and after (Time 2) completion of the MVP course.
355 At Time 1, the MVP and Control groups did not differ from each other on any of our
measures of interest. At Time 2, participants in the MVP but not the Control group
demonstrated significantly improved conflict monitoring on the ANT, self-reported
trait mindfulness, and reduced rumination.
These results suggest that mindfulness training for veterinary students may help
protect against attentional-lapses in their medical practice and protect against
emotional states that may lead to burnout during their highly stressful professional
training.
Theme: Experiential Learning
Audience: General
Keywords: mindfulness, attention, rumination, veterinary medicine
C10-2b
Room: Arts 208
Saturday, 9:55 - 10:20 am
Student perspectives on the importance of ‘safe space’: Insights from a
three phase study of student engagement in a culturally diverse
community college.
Alison Thomas, Department of Sociology and Anthropology, Douglas College;
Susan Smythe, Department of Geography, Douglas College; Lin Langley, Centre for
Academic and Faculty Development, Douglas College
Research Track
Abstract:
In the context of contemporary pedagogies which promote the use of ‘active and
collaborative learning’ in post-secondary education (Kuh, 2008, NSSE, 2005) it is
clearly necessary to consider how such learning is best facilitated. Much has been
written about the necessity of first establishing the classroom environment as a ‘safe
space’ for student participation (e.g. Fassinger, 1995a,b; Hirschy and Wilson, 2002)
and this debate has also generated empirical research on student views of the
characteristics of ‘safe’ and ‘unsafe’ classrooms (Holley and Steiner, 2005). A
relevant issue in this context is the extent to which the classroom can be a safe
place for the exchange of ideas between students from diverse backgrounds (cf.
Barrett, 2010; Hyde and Ruth, 2002), and this is something of particular concern for
faculty at institutions like our own, where the student population is increasingly
diverse. In this presentation we report on findings from our own three-phase, multi 356 method study of student engagement at Douglas College, in which both the
potential benefits and the perceived hazards of participating with other students in
collaborative work of various kinds emerged as major issues. Via interviews, survey
responses and focus groups, students told us a lot about the need to feel
‘comfortable’ with their peers, as well as their instructors, in order for the benefits of
collaborative learning to be realised.We examine the ways in which our students
characterised the ‘risks’ involved in both group work and informal classroom
discussions and relate our findings to Barrett’s recent critique of the concept of the
‘safe’ classroom (Barrett, 2010). We will conclude by inviting our audience to
consider how best to cultivate the necessary environment for collaborative learning
to be productive.
Session format: Given the time limitation (25 minutes) we will focus primarily on
outlining our research and its findings using Powerpoint, and discussing how our
work aligns with the literature on classroom safety. However, in the process we also
propose to engage the audience in discussion of the implications and applications
of our findings for how faculty organise and support collaborative learning
situations.
Learning outcomes: Audience members will have the opportunity to:1) discover how students in our study constructed the concept of ‘safe space’, based
on their classroom experiences in a multicultural community college setting;
2) reflect upon the importance of classroom safety as a factor contributing to student
engagement;
3) discuss the implications and practical applications of our research findings for
classroom practices.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: College Educators Special Interest Group; Educational Developers;
General
Keywords: student engagement; collaborative learning; classroom 'safety'; student
diversity
357 C10-3
Room: Arts 211
Saturday, 9:30 - 10:20 am
Conducting Ethical Research
Denise Stockley, Centre for Teaching and Learning, Queen's University; Laura-Lee
Balkwill, Interagency Secretariat on Research Ethics (Tri-Council); Denis Bédard,
Department of Pedagogy, University of Sherbrooke; Albert Clark, Research Ethics
Board, Queen's University; Rylan Egan, Instructional Development Office,
Memorial University of Newfoundland; Taralee Hammond, School of Access, Nova
Scotia Community College; Penina Lam, Centre for Teaching and Learning,
Queen's University; Joan Stevenson, General Research Ethics Board, Queen's
University; Lynn Taylor, Centre for Learning and Teaching, Dalhousie University;
Margaret Wilson, Centre for Innovation and Development, NorQuest College
Research Track
Abstract:
This session will provide participants with an opportunity to learn more about the
ethical process in relation to research based on the Scholarship of Teaching and
Learning. Following the new Tri-Council Policy Statement (TCPS-2) published in
2010, it is imperative that researchers become familiar with this policy and the
implications for conducting ethical research. This joint session includes members of
Interagency Secretariat on Research Ethics (are we expecting people from Ottawa to
join us? If not, then remove) and the TCPS-2 Training Program Evaluation Team. The
Program Evaluation Team includes members of the Research Ethics Boards,
Educational Developers, and Program Evaluators. We will start the session with a
short panel where each of the different groups discuss their role in promoting ethical
research and the various roles that we each play in raising awareness. We will
provide opportunities for individuals to complete cases (not sure what you mean
here) based on the new TCPS-2 policy and discuss implications for researchers,
educational developers, and Research Ethics Boards.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: ethics, scholarship of teaching and learning, research
358 C10-4
Room: Arts 101
Saturday, 9:30 - 10:20 am
Experiential Learning Internship Course: a case study
Grant Wood, College of Agriculture and Bioresources, University of Saskatchewan
Organizational Change Track
Abstract:
In an increasingly diversified, global and competitive workplace, companies strive
to optimize efficiency and effectiveness. Training new staff is resource intensive
therefore employers seek students who have sound technical skills, and more
importantly proven employability skills, so they can quickly and easily become
productive employees. The College of Agriculture and Bioresources at the
University of Saskatchewan has therefore introduced an experiential learning
internship course- the first of its kind in the College to help students develop their
employability / transferable / generic skills important to all professional disciplines.
Employability skills are best identified by both employers and internship students.
Employers may identify skills that are deemed important in the workplace, while
students may provide information on where skill-development is deficient or
lacking. In this study, the skills identified by internship students were consistent with
the literature (Saunders and Zuzel 2010, Robinson 2008 and Briggeman 2007).
These included communication, leadership, teamwork, organizational, creativity,
independence, motivation, and several personal skills. Student and employer
evaluations both indicated that the most effective pedagogical strategies for building
employability skills included experiential activities. As a result, eight experiential
strategies were incorporated into our internship course: a personalized learning
agreement, opportunities for students to learn from their supervisor’s past
experience, a bi-weekly reflective journal, mock interview questions, a final
product, a class presentation, employer reflections, and student self-evaluations.
In this session, participants will be involved in brainstorming as a means to further
expand their knowledge of and compare the effectiveness of the eight experiential
learning strategies that we used to develop and enhance students’ employability
skills. The presenter will present the case study and through discussion will invite
and encourage others who have developed such courses to share their experiences
with the session participants. Also, as part of this session we will jointly explore the
relationship between industry and university in the development, delivery and
evaluation of this and other internship courses. Finally, the session participants will
be asked to help plot future follow-up research including a survey of employers to
determine student competencies and employability skills and a survey of students to
359 determine their perspectives on where employability skills are lacking. The
information collected will help guide the college in development of future
experiential learning opportunities for its students, and help reduce the
employability gap.
The intended learning outcomes for the session participants is that they will:
• further expand their knowledge of how an internship course in any professional
discipline can be developed
• hear a collective voice regarding the effectiveness of the strategies used in honing
the students skills
• collect ideas on how to involve industry in the development / delivery of an
internship course
• leave with the collective experience of how to further develop an experiential
learning internship course in any professional discipline
Theme: Institutional Leadership of Teaching and Learning
Audience: General
Keywords: internship course, employability skills, industry/university collaboration
C10-5
Room: Arts 104
Saturday, 9:30 - 10:20 am
Creating Teaching/Learning Environments that Promote an
Appreciation for Diversity
Lee Murray, College of Nursing, University of Saskatchewan
Innovative Practice Track
Abstract:
A course being offered at the College of Nursing, University of Saskatchewan
promotes the benefits of diversity. The course includes a theory class and an
interactive lab experience. A component of the Participating with Groups course
introduces, discusses and examines the benefits of diversity in group in particular
interprofessional groups and provides an opportunity for students to be part of an
interactive lab where they each have an opportunity to co-facilitate group, be a
member of a group and give constructive critical feedback regarding group process
and observed facilitation/leadership skills and areas for improvement. The lab
setting provides a safe environment to practice and develop the skills of effective
communication, leadership, problem solving, decision- making and conflict
360 resolution. Diversity of the student population and diversity of views, values and
beliefs is recognized in group and the contribution of diversity to group becomes
evident as positive relationships are developed and an accepting environment is
developed. Students have commented that this increased understanding and
acceptance as contributed to creative problem solving, has increased productivity
and achievement of the group and has decreased stereotypes. It has also contributed
to examination of their own values and beliefs. With the exposure to other
perspectives comes an increase in a perspective-taking ability and a growth in
cognitive and moral reasoning and development. The course was developed
approximately 14 years ago and has been consistently revised each year to meet the
needs of students practicing in an ever changing health care system with increased
diversity in patient/client populations and also changes regarding interprofessional
practice and health care delivery.
The outcome of the session is for participants to understand the relevance and
usefulness of this innovative teaching practice, to recognize its possible integration
in other settings and to participate in a discussion regarding diversity of student
populations and education that prepares students to work with different cultures and
also different disciplines and professions.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: group work, diversity in group, group process, interprofessional group,
C10-6
Room: Arts 108
Saturday, 9:30 - 10:20 am
Including Emotionally Distressed Students in Writing Instruction
Kristi Girdharry, University of Massachusetts - Boston; Meghan Hancock,
University of Massachusetts - Boston; Rebecca Katz, Boston University/University
of Massachusetts-Boston; Jesse Priest, University of Massachusetts-Boston
Innovative Practice Track
Abstract:
In this interactive workshop, we will discuss strategies for working with emotionally
distressed student writers at the postsecondary level. As tutors and classroom
teachers, we are privy to students’ school-related emotions, which may be linked to
readings, writing assignments, professors, classmates, or our students themselves.
361 Members of our presentation team have worked with students at all points along the
emotional spectrum–from frustrated, defeated individuals who are reluctant to
engage in discussions about their writing to angry students who seek to direct
instruction unproductively. How might we best include students whose higher
education experiences are shaping their writing development in negative ways?
In this workshop, participants will break into small groups to discuss tutoring
scenarios involving emotionally distressed students, which are based on our
presentation team’s experiences. As a large group, we will identify the challenges
evident in these cases and collectively brainstorm strategies for coping with these
challenges. Participants will leave with an understanding of how distressed students'
experiences can be transformed into a foundation for productive writing instruction
on a case-by-case basis. Our discussion will include ideas from publications by
Gary Troia and Steve Graham about teaching struggling writers. Drawing on articles
by Lynda A. Price and Joseph Madaus, we will also discuss when and how to refer
students to support services in the larger college or university community.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: College Educators Special Interest Group; Writing Centre Special
Interest Group; General
Keywords: emotionally distressed students, inclusion, writing, writing centre,
writing center, tutoring, classroom teaching
C10-7
Room: Arts 214
Saturday, 9:30 - 10:20 am
Creating an Inclusive, Scholarly, Knowledge-Building Academic
Community through Undergraduate Research
Brad Wuetherick, Gwenna Moss Centre for Teaching Effectiveness, University of
Saskatchewan
Organizational Change Track
Abstract:
It has been 20 years since Boyer called on higher education to move beyond the
"tired, old research vs teaching debate" (Boyer 1990, ix). Two decades later, have
we moved beyond simplistic notions of teaching vs research in higher education?
Has higher education moved towards what Brew (2006) has described as an
inclusive, scholarly, knowledge-building academic community of practice or are we
362 still failing to provide opportunities for students to engage meaningfully and
authentically with research during their time on campus? Have either faculty or
academic developers responded to the challenge that achieving this vision would
mean for their practice?
This session will explore the highlights of four separate studies exploring student
and faculty perceptions of the role of research in the learning environment, with the
explicit purpose of unpacking different ways of conceptualizing the teachingresearch nexus as it relates to academic development (Wuetherick and McLaughlin,
2010; Turner et al., 2008). The presenter will also involve the participants actively
to explore how administrators, faculty, and academic developers in different
universities and colleges might strategically enhance undergraduate research
initiatives (and more generally the integration of research and teaching), and to
assess/discuss how well we are moving towards a more inclusive, scholarly,
knowledge-building academic community in our respective institutions.
Theme: Experiential Learning
Audience: General; Administrators; Educational Developers
Keywords: undergraduate research, integration of teaching and research,
experiential learning, teaching-research nexus, graduate attributes
C10-8
Room: Arts 210
Saturday, 9:30 - 10:20 am
Addressing Silos of Difference through Interdisciplinary Community
Service-Learning
Phaedra Hitchings, University Learning Centre, University of Saskatchewan; Nancy
Van Styvendale, Department of English, University of Saskatchewan
Innovative Practice Track
Abstract:
“Interdisciplinary” is a word one often hears in current academic circles, as is
“Community Service-Learning” (CSL): both connote an approach to teaching and
learning that embraces diversity and attempts to deconstruct boundaries–the
boundaries between various disciplinary silos; between university and community
partners; between theory and practice; and between individuals. Following Lori
Varlotta (2000), who calls for understanding service-learning through the language
of interdisciplinarity, our work brings together these methodologies, paying special
363 attention to how both highlight the thorny issue of difference–between disciplines,
communities, and/or individuals. “Difference” in this context is understood as both
necessary and potentially divisive–that is, something to be recognized and
preserved, but something which can prohibit us from seeing how we are or might
be interconnected with others. Both in the university environment and in the larger
community, people often exist in separate–yet deeply interrelated and
interdependent–spheres, which are circumscribed by a variety of factors, including
history, education, cultural norms, and institutional structures. To deconstruct these
spheres, as do both interdisciplinary and community service-learning work, is not
necessarily to dismantle them, although it may be to transgress and disrupt their
borders. As Renee Buchanan (1998) observes, “Service-learning has the potential to
precipitate a shift in higher education to a less compartmentalized view of the
world” (see also Jeavons 1995).
This presentation explores the promises, pitfalls, and potential of interdisciplinary
community service-learning through the example of the University of
Saskatchewan’s Alternative Reading Week (ARW) program and the associated
Interdisciplinary Studies course “Dynamics of Community Involvement,” which
extends the ARW experience and gives students the opportunity of service-learning
for credit. We share our different yet overlapping involvement, as Community
Service-Learning Coordinator and Assistant Professor of English, with
interdisciplinary CSL in curricular and co-curricular contexts–yet another
“difference” we address in our work. We analyze the original intentions behind the
interdisciplinary structure of both program and course, demonstrating how
interdisciplinarity in an academic context mirrors (and fails to mirror) the more
flexible structure of community-based knowledge/learning, which does not ‘silo’
knowledge. We explore not only the benefits, but also the difficulties of teaching
interdisciplinarily–for example, the benefit of students from different disciplinary
backgrounds learning to locate expertise in their peers, and the attendant cocreation and decentralization of knowledge/power/instruction; and the difficulty,
from the instructor’s perspective, of not necessarily being the “expert” in the
classroom. Finally, we imagine future directions for our work, suggesting concrete
ways to grow its interdisciplinary aspect, such as the invitation of guest lecturers; the
selection of disciplinarily diverse readings and activities; the selection of community
partners and themes of focus; the co-instruction of the course by instructors from
different disciplines; and the co-facilitation of ARW by community experts.
Participants will be invited to share their experiences with interdisciplinary and/or
CSL pedagogy and to imagine how these pedagogies might be further related.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers; Administrators; General
Keywords: interdisciplinary, community service-learning, diversity and difference
364 C10-9
Room: Arts 109
Saturday, 9:30 - 10:20 am
Welcoming Educational Technology: Promoting Sustainable Teaching
& Learning
Geraldine (Jody) Macdonald, Faculty of Nursing, University of Toronto; Susan J.
Wagner, Centre for Interprofessional Education & Faculty of Medicine, University
of Toronto
Innovative Practice Track
Abstract:
This presentation welcomes participants who are faced with dwindling resources
and rising demand for innovative teaching. Participants will be encouraged to
dialogue about the contribution of educational technology in supporting innovative
and sustainable teaching practice. The presenters will share their experience
planning an interprofessional event for 400 undergraduate students for the fall of
2009. In previous years the event had included the use of standardized patients,
with small groups of students, and faculty facilitators. However, times had changed
and there was no budget for this event. Sound pedagogical and financial reasons
were introduced that supported a shift to the use of educational technology to create
a sustainable format. Despite tensions, a decision was made to embrace educational
technology. A short video was created using two standardized patients, and burned
onto multiple DVDs. This provided each small student/faculty facilitator group with
the same conflict video to initiate the conflict case study/role playing by students.
Student and faculty evaluations will be highlighted. The following year the same
DVD was used but in a different format. Participants will view two educational
DVDs created by the presenters. Challenges, rewards and the impact of educational
technology on sustainable teaching/learning initiatives in the future will be
considered. Participants will reflect upon the challenges of developing sustainable
educational technology. In conclusion, participants will be encouraged to adopt
educational technology in future teaching initiatives.
Learning Objectives: At the completion of the presentation:
- Participants will be able to identify key strengths of integrating educational
technology into their teaching/learning practice to promote sustainability.
- Participants will have viewed several educational technology DVDs and will
appreciate the time, tensions, and financial challenges involved in adopting
sustainable educational technology in their teaching practice.
365 - Participants will identify one new educational technology to explore following the
presentation.
Theme: Innovation with Technology
Audience: General
Keywords: educational technology, sustainability,
C10-10
Room: Arts 105
Saturday, 9:30 - 10:20 am
Facing the learning exchange with technology
Katherine Hewlett, AchieveAbility Network
Innovative Practice Track
Abstract:
This session will identify use of technology that has shown to be highly effective for
this learning exchange to take place. The session paper will reference the
‘InCurriculum Project: 2007-2010’ where three UK Higher Education Institutions,
lead by Norwich University College of the Arts (NUCA), developed innovative
opportunities for teaching and learning. The project demonstrated that experiential
learning could be enhanced through student centred interactive technology.
Tutors and students have made frequent use of Skype for one to one, group
discussions and consistent ongoing feedback. Use of MP3 and Flip Cam is used to
evidence knowledge through visual and aural methods. The immediacy of the
technology has enabled quick response feedback that feeds into one to one and
group discussion. NUCA has now developed 'UTunes' as the ultimate research and
communication platform to profile tutor and student practice.
The emphasis was on the student action creating the learning situation in a
negotiated dialogue with their tutors. The project sought to recognise a range of
learning strategies for students to become more active as independent critical
thinkers. The outcome of the project was to realise that face to face student centred
discourse was key to a managed approach to learning, however, technology could
greatly assist in this approach.
The project also looked at 1) How resources could be provided for optimum student
engagement and support in the assessment tasks they had to meet 2) How to find
366 ways of providing tutorial resources in various formats. MP3 was used extensively
with fast response feedback to students. Discursive strategies based upon the art &
design ‘crit’ model focused on the different behaviours to emphasis the diversity of
approaches. The outcomes were student lead reflective practice that enabled a
process of deep learning to take place. Paramount was to capture the student voice
and evidence the connection between learning and activity.
This concurrent session objectives will be to share the findings of the project with
participants, discuss the range of learning strategies developed and profile the
technology used to activate learning.
The session will be delivered as a forum for discussion with the key points made at
the beginning followed by a series of questions about these models of learning
engagement; how resources can be available in as many formats as possible? What
are the links to be made between learning style and assessment task?
The outcomes will be to gain a greater depth of knowledge about the interactive
technology used and share project findings about this approach to the learning
exchange.
Theme: Innovation with Technology
Audience: Educational Developers
Keywords: learning, experiential, inclusive, technology, strategy, assessment
C10-11
Room: Arts 217
Saturday, 9:30 - 10:20 am
Promoting the professional development of the reflective University
Teacher: The place of Critical Friends
Mervin E. Chisholm Instructional Development Unit University of the West Indies
Innovative Practice Track
Abstract:
Over the last two decades or so, important new initiatives have been introduced
into undergraduate education. These initiatives are indicative of the fact that there is
a cadre of higher education professionals who are interested in the transformation of
approaches to teaching and learning (Chisholm, 2007; Costa & Kallick, 1993;
O’Banion, 1997; Wingspread Group on Higher Education, 1993). Some are also
367 interested in thoroughgoing transformation of the teaching and learning through
faculty development initiatives. Many of these innovative practices hold out great
promise for real advances in student learning and even for changing the culture of
higher education (Barr & Tagg, 1995; Smith, 2004). Reflective teaching and learning
is important in professional development and the use of critical friends can assist the
processes of reflecting on teaching and learning from teaching and the overall
professional development of the university teacher. Accordingly, this session
investigates the use of reflectivity and in particular, the use of critical friends in
learning from teaching.
The origins of the critical friends’ concept and associated group processing activities
can be situated in the critical pedagogy education reforms of the 1970s and it is also
linked with the self-appraisal activity. This term ‘a critical friend’ is a reference to a
colleague or mentor providing support and challenge on a one-and-one basis or
within a support group network. A critical friend might also be a detached outsider
who supports one’s professional development by questioning the individual about
himself and professional/academic engagements, causing reflection and challenge.
The critical friend will also offer alternative perspectives, prompting deeper
reflection and reappraisal, in fact at times causing persons to get out of their comfort
zone by engaging in a conversation that might be uncomfortable but one that
advances the individual. The critical fiend is extremely concerned about the
learning of the individual that is being engaged and of course with the success of
the project. Some important attributes of the critical friendship include trust,
provocative questioning, an alternative perspective, constructive critique and
advocacy (Costa & Kallick 1993).
Allen (1991) suggests that reflective thinking or practitioner programmes should
provide information on teaching, guided practice, teaching experience with guided
reflection, peer visitations and consultations, consultations with faculty and
supervisor and self reflection. This session will therefore provide space for the
investigation of reflectivity in faculty development initiatives in terms of reflection
in-teaching and reflection-on-teaching. Reflection is concerned with knowledge of
self (including knowledge of self as a university teacher), knowledge of content,
knowledge of teaching and learning, knowledge of learners, and knowledge of the
context where teaching and learning will take place and of course larger societal
and global contexts. Of course knowledge of context is inclusive of the institution of
higher education and society. Drawing from a qualitative case study investigating
the impact of the reflection-on-teaching and reflection-in-teaching, this session will
look at the practice of reflection and the place of critical friends in faculty
development. The place of ongoing reflection-in-action and reflection -on- action
(Schon, 1987) will also be discussed.
368 Session Activities:
Drawing from the research study, the following focus questions will guide the
interactive session:
1. What experience of reflection-on-teaching with a critical friend did you do as
young professor?
2. How did your experience of reflection with a critical friend inform your
professional growth and development?
Participants will hear about the experience of the research participants in a
Certificate in University teaching programme and how reflection aided their
professional growth and development. They will then take the inward journey and
reflect on their own experiences of critical friendships. Further they will be
encouraged to reflect using autobiographical and narrative writings through minute
paper like writing, reporting and discussion.
Anticipated Outcomes:
At the end of the session participants will be able to:
1. Demonstrate how critical friends can assist faculty learning and professional
development in higher education
2. Determine the place of critical friendship in their own professional development
3. Evaluate the role of reflection in faculty learning and professional development.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General; Educational Developers
Keywords: reflection, critical friends, professional development
C10-12
Room: Arts 212
Saturday, 9:30 - 10:20 am
Leveraging the Potential of Communities of Practices: Challenges,
Successes and Lessons Learned
Jeanette McDonald, Teaching Support Services, Wilfrid Laurier University; Sally
Heath, Teaching Support Services, Wilfrid Laurier University
Organizational Change Track
Abstract:
A Community of Practice (CoP) can be defined as “groups of people who share a
concern, a set of problems, or a passion about a topic, and who deepen their
369 knowledge and expertise in this area by interacting on an ongoing basis” (Wenger,
McDermott, & Snyder, 2002). The last decade has seen an increase in the number
of postsecondary institutions using CoPs as part of their faculty programming;
journals and publications devoted to its study; and conferences drawing attention to
its application and implementation. All of these developments serve to situate and
legitimize faculty learning communities as a strategic means for developers to
engage faculty about teaching and learning.
Motivated by a desire to build community and foster discussion about teaching and
learning amongst its faculty, Teaching Support Services at Wilfrid Laurier University
recently initiated theme-based communities of practice. In 2009, the first group, a
Writing Circle, centred around the creation, promotion, and implementation of
writing across the disciplines, was started in collaboration with the Writing Centre.
Motivated by its success, in 2010, three additional cross-disciplinary communities
of practice open to all faculty and staff were formed: Teaching Larger Classes,
Teaching First Year Students, and Teaching and Technology, each designed to
reflect a particular teaching / learning challenge at Laurier. Each group meets triweekly through the fall and winter academic terms, with communication and
resource sharing encouraged outside of the meetings through the use of CoP wikis.
The aim of these CoPs is to encourage reflective practice, dialogue, collaboration,
feedback, and resource sharing amongst its participants and across disciplines.
In this concurrent session, we will draw on the work of Etienne Wenger and Milton
Cox to provide a brief theoretical overview of the different faculty learning
communities and communities of practice models. We will explain how we
currently organize and facilitate Laurier’s CoPs, acknowledge some the challenges
we have experienced along the way, and profile opportunities and successes.
Through sharing of survey and interview data we will further highlight perceived
benefits and outcomes that have come out of our CoP initiative. Throughout the
session, we will engage in an exchange of best practices and experiences (good and
bad) with CoPs at participants’ own campuses, and invite feedback on the Laurier
model as we look ahead to and plan for the upcoming academic year.
This session will be of interest to anyone wanting to learn more about faculty
learning communities or communities of practice, as well as those who are thinking
about implementing, or have already implemented, similar programs at their home
institutions. In the spirit of a learning community, we will invite and encourage
active participation, feedback and dialogue from and between session participants.
Resources will be provided (print/electronic).
References
Wenger. E., McDermott, R.A. & Snyder, W. (2002). Cultivating Communities of
Practice. Boston: Harvard Business School Press.
370 Theme: Communities of Practice, Learning Communities
Audience: General; Educational Developers; Writing Centre Special Interest Group
Keywords: faculty programming, community of practice, learning community,
teaching circle, faculty discussion group
C10-13
Room: Arts 206
Saturday, 9:30 - 10:20 am
Optimizing learning potentials in the university classroom: A
Habermasian perspective
Phillip Lee, Sociology, St. Thomas More College, University of Saskatchewan
Innovative Practice Track
Abstract:
One of the most pressing challenges for the university as a teaching/learning
institution, and for us as teachers and co-learners, is to create an optimal learning
environment within our respective classrooms. Pragmatically, responding to this
challenge requires the identification, assessment and integration of our pedagogical
beliefs and practice(s). This session explores the relevance of a Habermasian
perspective for bridging the ideal (our beliefs) and the real (our practices), for
enhancing learning potentials in the university classroom. According to Habermas,
the potential for learning, and therefore for individual and social transformation, is
contingent upon our democratic discursive practices. Participants in this session
will: identify the central features of an ideal learning environment; locate the ideal
within the real, within their classroom experience; and collaboratively consider
possible limitations and opportunities.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: teaching practice, pedagogical beliefs, learning environment,
democratic discourse, habermas, transformation, university classroom
371 Closing Plenary
Saturday, June 18
10:45 – 12:00 noon
143/146 Arts
Dr. Buffy Sainte-Marie
Facing the Challeges of Aboriginal Post-Secondary Education: The
Nihewan Foundation and the Cradleboard Teaching project
Description:
Dr. Buffy Sainte-Marie will be addressing the challenges facing universities in
responding to the call-for-action on aboriginal education in Canada and around the
world. In particular, she will be discussing the work of the Nihewan Foundation
and the Cradleboard Teaching project.
Biography
Dr. Buffy Sainte-Marie, PhD, was a graduating college senior in 1962 and hit the
ground running in the early Sixties, after the beatniks and before the hippies. All
alone she toured North America's colleges, reservations and concert halls, meeting
both huge acclaim and huge misperception from audiences and record companies
who expected Pocahontas in fringes, and instead were both entertained and
educated with their initial dose of Native American reality in the first person.
In 2009 Buffy Sainte-Marie released her eighteenth album Running for the Drum,
which just won Buffy her third Juno Award. Packaged in tandem with the biodocumentary DVD Buffy Sainte-Marie: A Multimedia Life, the two disks together
give audiences a glimpse into the life and work of this unique, always current artist.
(For a full bio see www.usask.ca/stlhe2011)
372 Corresponding Author Index: Adams, Lorne......................................................................................C7-­‐3 Ahmad, Arshad...................................................................................C3-­‐12 Amundsen, Cheryl ............................................................................C4-­‐9 Arbach, Marla .....................................................................................C5-­‐8, R-­‐13 Armour, Mary Helen........................................................................C8-­‐11 Aziz, Asim.............................................................................................P -­‐30 Bain, Keith............................................................................................C2-­‐8 Baker, Anne .........................................................................................C9-­‐7 Baker, Nick...........................................................................................R-­‐10 Barrett, M.J...........................................................................................C3-­‐4, C9-­‐6 Barrington, Janette...........................................................................C8-­‐4 Beatty, Jessie .......................................................................................P -­‐20 Beaubier, Dean...................................................................................P -­‐1 Benick, Gail ..........................................................................................C5-­‐15 Bens, Susan..........................................................................................C3-­‐1a Black, Glenda ......................................................................................C8-­‐1b Bradley, Cara.......................................................................................C3-­‐8 Brown, M. Angel ................................................................................C7-­‐5 Bryant, Dorothea...............................................................................C1-­‐6 Burnett, Megan ..................................................................................C2-­‐14 Carter, Irene ........................................................................................C3-­‐13 Caruana, Claudia ...............................................................................R-­‐9 Cassidy, Richard ................................................................................PC-­‐2 Chisholm, Mervin..............................................................................C10-­‐11 Connolly, Maureen ...........................................................................C6-­‐8 Coupal, Cyril ........................................................................................C1-­‐12 Cowan, Mairi .......................................................................................C1-­‐1a D'Eon, Marcel......................................................................................C1-­‐2a Dal Bello-­‐Haas, Vanina ...................................................................P -­‐18 Dawson, Teresa .................................................................................C2-­‐15 Day, Russell .........................................................................................C3-­‐2a, R-­‐15 DeLathouwer, Erin ...........................................................................C1-­‐4, C8-­‐3a DiBattista, David ...............................................................................C1-­‐1b DiPaolo, Gina.......................................................................................C3-­‐10 Dowling, Patricia...............................................................................C10-­‐2a, PC-­‐7 Duncan, Vicky.....................................................................................C5-­‐2a Ens, Brendalynn ................................................................................C5-­‐12 Evans-­‐Tokaryk, Tyler......................................................................C3-­‐1b Eyles, Carolyn .....................................................................................C4-­‐13 Faught, Brent ......................................................................................P -­‐10, R-­‐14 Fenton, Nancy.....................................................................................C6-­‐3a Ferguson, Linda .................................................................................C3-­‐5, C7-­‐12 Finkelstein, Adam.............................................................................C2-­‐7 Flynn, Alison .......................................................................................C9-­‐1a 373 Foxe, John Paul...................................................................................C6-­‐10 Frost, Gail .............................................................................................P -­‐25 Gadbois, Shannon .............................................................................P -­‐9 Gauthier, Genevieve.........................................................................C7-­‐2b Gawley, Tim.........................................................................................C5-­‐6 Goetz, Christopher............................................................................R-­‐11 Goff, Lori ...............................................................................................P -­‐16 Goodridge, Donna.............................................................................C7-­‐11 Groen, Jovan ........................................................................................C4-­‐14, R-­‐16 Halonen, Deana..................................................................................P -­‐11 Hanna, Dalia ........................................................................................R-­‐1 Hanson, Cindy ....................................................................................C8-­‐1a Harde, Roxanne .................................................................................R-­‐8 Harrison, Gai .......................................................................................C2-­‐5 Hewlett, Katherine ...........................................................................C10-­‐10 Hewson, Kelly.....................................................................................R-­‐24 Hitchings, Phaedra ...........................................................................PC-­‐4 Hoekstra, Annemarieke .................................................................C1-­‐9 Holtslander, Lorraine......................................................................C8-­‐9 Horgan, Robert...................................................................................C2-­‐4 Hubbard Murdoch, Natasha .........................................................C4-­‐2a, C9-­‐10 Hunt, Gary ............................................................................................PC-­‐3, R-­‐17 Hurren, Heather ................................................................................P -­‐7, PC-­‐5 Janes, Diane .........................................................................................C7-­‐15 Kajiura, Lovaye ..................................................................................C1-­‐14, R-­‐23 Kanuka, Heather................................................................................C5-­‐1a, C9-­‐1b Katz, Rebecca......................................................................................C10-­‐6, C6-­‐12 Keating, Betsy.....................................................................................C6-­‐15 Kee, Nohjin...........................................................................................P -­‐13 Kenny, Natasha ..................................................................................C6-­‐1a Kiceniuk, Deborah ............................................................................C4-­‐5, PC-­‐9 Kinnear, Penny...................................................................................C7-­‐2a Knorr, Kris ...........................................................................................C3-­‐11 Kovach, Margaret..............................................................................C2-­‐1 Kowalsky, Andrij...............................................................................P -­‐27 Kristensen, Eric..................................................................................P -­‐15 Krol, Lisa...............................................................................................C8-­‐7 Kruger, Mellissa.................................................................................C5-­‐9 Krynowsky, Bernie...........................................................................C5-­‐10 Kurbis, Christine ...............................................................................P -­‐29 Lam, Penina.........................................................................................C5-­‐4, P -­‐28 Lapp, Robert........................................................................................C7-­‐1a Lathrop, Anna.....................................................................................C8-­‐15 Law, Madelyn......................................................................................C2-­‐2a Lawrie, David......................................................................................C6-­‐7 Lee, Deborah .......................................................................................C3-­‐14 374 Lee, Phillip ...........................................................................................C10-­‐13 Leger, Andy..........................................................................................C6-­‐3b Lindemann, Iris..................................................................................C6-­‐6 Loblaw, Tim.........................................................................................C6-­‐2a Lockhart, Wallace .............................................................................C4-­‐3 Long, Richard......................................................................................R-­‐25 Loppnow, Glen ...................................................................................C8-­‐13, R-­‐6 Loughran, Hilda .................................................................................C7-­‐13 Lovrod, Marie .....................................................................................C1-­‐13 Lowenberger, Brea...........................................................................R-­‐7 Macdonald, Geraldine (Jody) .......................................................C10-­‐9, C8-­‐5 MacKay, Gail........................................................................................C7-­‐1b Maila, Mago..........................................................................................C4-­‐1a Marchand, Andrew...........................................................................C6-­‐2b Marche, Tammy.................................................................................P -­‐2 Marken, Liv..........................................................................................C4-­‐11 Marquis, Beth .....................................................................................C4-­‐7 Matesic, Maura...................................................................................C10-­‐1a McCormack, Coralie.........................................................................C6-­‐4 McDonald, Jeanette ..........................................................................C10-­‐12 McEwan, Beryl ...................................................................................C4-­‐2b McKenzie, Nancy ...............................................................................P -­‐8 McKeown, Marion.............................................................................C2-­‐12 McQuarrie, Arlis ................................................................................C1-­‐10, C7-­‐8 Meadows, Ken N................................................................................C6-­‐5, C7-­‐4, P -­‐22 Meyers, Mark ......................................................................................P -­‐3 Mills, Sheryl.........................................................................................R-­‐21, P -­‐24 Missingham, Dorothy......................................................................C5-­‐13 Mueller, Robin....................................................................................C4-­‐15 Murray, Lee .........................................................................................C10-­‐5, C9-­‐9 Nakonechny, Joanne ........................................................................C8-­‐3b Nelson Laird, Thomas .....................................................................C1-­‐3a, C2-­‐2b Nolan, Kathleen .................................................................................C4-­‐1b Ogenchuk, Marcella..........................................................................R-­‐18 Palaniappan, Ananda Kumar .......................................................C2-­‐3b Parappilly, Maria B ...........................................................................C9-­‐11 Pedersen, Rosalie..............................................................................C4-­‐12 Poole, Gary...........................................................................................C1-­‐3b Potter, Michael K...............................................................................PC-­‐6 Powrie, Sarah......................................................................................C3-­‐15 Premkumar, Kalyani........................................................................C3-­‐7, P -­‐31, P -­‐32 Proctor, Peggy ....................................................................................C3-­‐3, C9-­‐5 Quance, Margaret..............................................................................C8-­‐6 Quinlan, Elizabeth ............................................................................P -­‐21 Ralph, Edwin.......................................................................................C9-­‐2 Reed, Maureen ...................................................................................P -­‐26 375 Regnier, Robert..................................................................................C1-­‐5 Ritenburg, Heather...........................................................................C3-­‐2b Roberge, Ginette................................................................................C2-­‐11 Robinson, A. Helene.........................................................................C7-­‐9 Rodgers , Ruth....................................................................................C2-­‐13 Rolheiser, Carol .................................................................................C5-­‐14 Rourke, Lorna.....................................................................................C9-­‐4 Rowinsky-­‐Geurts, Mercedes ........................................................C8-­‐10 Ruth, Alison .........................................................................................C9-­‐3a Sanderson, Gavin ..............................................................................C8-­‐14 Schwier, Richard ...............................................................................C10-­‐1b Scott Barss, Karen.............................................................................C4-­‐4 Scott, Darlene J...................................................................................C5-­‐2b Sharen, Colleen ..................................................................................C1-­‐7 Simmons, Nicola................................................................................C7-­‐14 Skowronski, Mark.............................................................................P -­‐6 Slapcoff, Marcy...................................................................................C9-­‐8 Sloboda, Candide...............................................................................C4-­‐10 Smyth, Serene.....................................................................................C8-­‐2 Spooner, Marc ....................................................................................C4-­‐8 Spore, Melissa.....................................................................................C9-­‐3b Stockley, Denise.................................................................................C10-­‐3, C6-­‐13, P -­‐19 Strean, Billy .........................................................................................PC-­‐1 Sweeney, Christie..............................................................................C3-­‐6 Tannis, Derek......................................................................................C6-­‐1b Taylor, Lynn ........................................................................................R-­‐12 Teucher, Ulrich ..................................................................................P -­‐17 Thomas, Alison ..................................................................................C10-­‐2b Tovar, Mariela ....................................................................................C2-­‐10 Trakalo, Jane .......................................................................................C1-­‐2b Trinder, Krista....................................................................................P -­‐4, P -­‐5 Tyson, Suzanne ..................................................................................C6-­‐14 Udod, Sonia..........................................................................................C2-­‐3a Vajoczki, Susan...................................................................................C8-­‐12 Van Styvendale, Nancy ...................................................................C10-­‐8 Vardi, Iris..............................................................................................C1-­‐11, C5-­‐11 Varnhagen, Connie ...........................................................................C2-­‐6, C4-­‐6, C8-­‐8 Venne, Rosemary ..............................................................................C5-­‐3 Volk, Maureen ....................................................................................C2-­‐9 Ward, Caitlin .......................................................................................R-­‐4 Waterfield, Judith..............................................................................C5-­‐7 Weible, Julie ........................................................................................R-­‐22 Wells, Elizabeth .................................................................................C7-­‐7 West, Kim .............................................................................................C3-­‐9, C7-­‐10, PC-­‐8, R-­‐5 Westphalen, Linda............................................................................C6-­‐11 White, Peta...........................................................................................C6-­‐9, R-­‐20 376 Williams, Julia.....................................................................................C5-­‐1b Willness, C.R........................................................................................R-­‐3 Wilson, Jay ...........................................................................................C1-­‐8 Wilson, Kathi.......................................................................................C5-­‐5 Wood, Grant ........................................................................................C10-­‐4 Woodhouse, Howard.......................................................................C7-­‐6 Wuetherick, Brad..............................................................................C10-­‐7, R-­‐2 Yates, Thomas ....................................................................................P -­‐23 Yonge, Olive.........................................................................................P -­‐14 Young, David .......................................................................................P -­‐12 Zettel, Stephanie................................................................................R-­‐19 Zimmer, Jim.........................................................................................C1-­‐15 377