Symposium on Teaching and Learning
Provocative Pedagogy
May 14-15, 2014 | SFU Burnaby
This year’s Symposium focuses on how faculty
members and instructors are enhancing
their students’ learning experiences through
provocative pedagogy—ways of teaching that
upset the status quo, go against traditional
values or current trends, and are challenging
to explain to tenure and promotion committees.
SYMPOSIUM ON TEACHING AND LEARNING: PROVOCATIVE PEDAGOGY
WEDNESDAY, MAY 14
PROGRAM AT A GLANCE WEDNESDAY, MAY 14, 2014
8:30–9:00
Registration and Refreshments
MBC 1302
9:00–9:15
1.0 Welcoming Remarks
Stephanie Chu, Director, Teaching and Learning Centre and
Gordon Myers, Associate Vice-President, Academic
MBC 1302
9:15–10:30
1.1 Opening Plenary Session (75 mins)
Teaching and Learning Players
Sarah Louise Turner, Catherine Black, Sophie Lavieri, Pamela
Tannouri, Jessica Inskip, Frederik Kruger-Ross, Dara Culhane,
and Paul Budra
MBC 1302
10:30-11:00
Session Break
11:00– 12:15
2.0 Concurrent Sessions (75 mins)
2.1 Tips to Help Support the English Language Learners
(Fiona Shaw and Jennifer Walsh Marr)
2.2 “I’m Not a Grammar Expert”: Myths, Opportunities, and
Challenges of Building Peer Review into the Writing
Process
(Amanda Goldrick-Jones and Shauna Jones)
12:15– 1:30
Complimentary Lunch (75 mins)
1:30–2:45
3.0 Concurrent Sessions (75 mins)
3.1 Learning from Action in Creating Well-Being in Learning
Environments
(Alisa Stanton, Rosie Dhaliwal, David Zandvliet, Nienke Van
Houten, Kate Tairyan, and Rachel Fouladi)
3.2 Exploring the Effectiveness of Three Different Course
Delivery Methods in Online and Distance Education
(Barry Cartwright and Sheri Fabian))
3.3 What Could Learning Look Like?: Your Turn to Shuffle
(Kathryn Ricketts and Peter Liljedahl)
2:45–3:15
Session Break
3:15– 4:30
4.0 Concurrent Sessions (75 mins)
4.1 Preventing Student Academic Misconduct
(David MacAlister, Graham Farrell, Hugh Curtis, and
Tarah Hodgkinson)
4.2 Challenging First-Year Computing Science and Engineering
Students’ Ideas about Learning
(Diana Cukierman, Donna McGee-Thompson, Farimah Salimi,
and Sheryl Guloy)
4:30–6:00
2
5.0 Symposium Reception and Poster Session
MBC 2290
MBC 2296
MBC 1302
MBC 2290
MBC 2292/2294
MBC 2296
MBC 2292/2294
MBC 2296
Halpern Centre 114, 126
MAY 14-15, 2014 SFU BURNABY
www.sfu.ca/tlcentre
WEDNESDAY, MAY 14
PROGRAM
MAGGIE BENSTON CENTRE 1302 | SFU BURNABY
8:30-9:00
REGISTRATION AND REFRESHMENTS
9:00-9:15WELCOMING REMARKS Stephanie Chu, Director, Teaching and Learning Centre
Gordon Myers, Associate Vice-President, Academic
9:15-10:30
1.1 OPENING PLENARY
TEACHING AND LEARNING PLAYERS
Sarah Louise Turner (Teaching and Learning Centre), Catherine Black (French),
Sophie Lavieri (Chemistry), Pamela Tannouri (Chemistry), Jessica Inskip
(Biomedical Physiology and Kinesiology), Frederick Kruger-Ross (Teaching and
Learning Centre), Dara Culhane (Sociology/Anthropology), Paul Budra (English)
MBC 1302
Teaching and Learning Players is a group of interdisciplinary faculty members, instructors,
graduate students and staff who are coming together to create issue specific theatre to
stimulate dialogue important to SFU life and work. Scenes will focus on issues ranging
from classroom dialogue to gender politics to balancing work life balance in academia.
At times both humorous and thought-provoking, each session will be made up of a brief
performed scenario followed by a facilitated discussion around the concepts presented.
The goal of the project is to encourage the sharing of multiple views, come up with new
strategies to address challenging issues and to create meaningful relationships across
disciplines. The facilitated dialogue will include questions for the “actors” playing certain
roles and some scenes will even be re-played to integrate audience suggestions. Modeled
on the University of Michigan’s CTRL Players which has been providing theatre based
professional development for faculty since 2000, the aim is to encourage “attitudinal and
behavioural change” throughout the institution by addressing challenging issues in a way
that encourages self-reflection, greater awareness and group strategizing.
10:30-11:00SESSION BREAK
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SYMPOSIUM ON TEACHING AND LEARNING: PROVOCATIVE PEDAGOGY
WEDNESDAY, MAY 14
MAGGIE BENSTON CENTRE
11:00-12:15CONCURRENT SESSIONS
2.1
TIPS TO BEST SUPPORT ENGLISH LANGUAGE LEARNERS IN YOUR LECTURES AND CLASSES
Fiona Shaw (Education), Jennifer Walsh Marr (Linguistics)
MBC 2290
The idea that incoming English Language Learners (ELLs) are sufficiently linguistically
prepared for the challenges of our university classes is increasingly being questioned
by those in the teaching trenches. How can instructors be confident that their content
is effectively being conveyed to all of the students in front of them, regardless of their
language proficiency? This session is for instructors who are interested in examining ways
to better meet the needs of English Language Learners (ELLs) in our classes. We will
discuss our top tips for simple, generalizable strategies to modify teaching, lectures and
materials for the benefit of language learners (and all learners). After that, participants will
have the opportunity to discuss challenges from their own classes and to share successful
strategies with peers. We hope participants will come away with new ideas to implement
right away in their teaching, and possibly a different perspective about what ELLs can bring
to our classes.
2.2 “I’M NOT A GRAMMAR EXPERT”: MYTHS, OPPORTUNITIES, AND
CHALLENGES OF BUILDING PEER REVIEW INTO THE WRITING
PROCESS
Amanda Goldrick-Jones (Student Learning Commons)
Shauna Jones (Beedie School of Business)
MBC 2296
It can be pedagogically provocative to incorporate peer review in writing-curriculum design
or renewal, especially with a significant English-as-additional-language (EAL) population.
Students as well as instructors distrust peer review if they believe peers are “weak writers,”
and EAL writers may not feel confident about their ability to provide “correct” feedback.
In this session, we first outline the theory and practice of building peer review into two
business-writing classes. This pedagogical approach also closely integrates an academic
service (writing assistance) to provide additional student support. We then raise key
questions for participants to discuss: How does peer review impact students’ revisions?
Does peer review increase EAL students’ confidence in their feedback and writing? How do
we help peers work through differences in language fluency? What value do students place
on peer review? What do students and instructors learn? How might peer review impact
instructors’ workload?
MAGGIE BENSTON CENTRE 1302
12:15-1:30COMPLIMENTARY LUNCH
4
MAY 14-15, 2014 SFU BURNABY
www.sfu.ca/tlcentre
WEDNESDAY, MAY 14
MAGGIE BENSTON CENTRE
1:30-2:45 CONCURRENT SESSIONS
3.1 LEARNING FROM ACTION IN CREATING WELL-BEING IN LEARNING
ENVIRONMENTS
Alisa Stanton (Health and Counselling Services), Rosie Dhaliwal (Health and
Counselling Services), David Zandvliet (Environment), Nienke Van Houten
(Health Sciences), Kate Tairyan (Health Sciences), Rachel Fouladi (Psychology)
MBC 2290
Positive well-being is associated with enhanced learning and student success, as well
as physical, social and psychological health. In this session, instructors, TAs and staff
members are invited to explore how pedagogy can contribute to student well-being as well
as learning and engagement. This interactive session will begin with a brief background on
the Well-being in Learning Environments project. Four instructors involved in the project
will then facilitate a series of World Café table discussions in which they will share their
experience with creating conditions for well-being in learning environments, and invite
others to contribute ideas. Specific examples and strategies from the Well-being and
Learning Environments online resource will also be made available. Participants will have
an opportunity to move between two different table discussions, and a final wrap of dialogue
will be facilitated.
Participants are expected to leave with an increased understanding of how their pedagogy
may contribute to student well-being and will have concrete examples that can be
incorporated into their teaching practice. They will also have an increased understanding
of SFU’s Well-being in Learning Environments project and will have an opportunity to
contribute to the project’s development.
3.2
EXPLORING THE EFFECTIVENESS OF THREE DIFFERENT COURSE
DELIVERY METHODS IN ONLINE AND DISTANCE EDUCATION
Barry Cartwright (Criminology), Sheri Fabian (Criminology)
MBC 2292/2294
This is a preliminary report on a project that invited SFU undergraduate students who
completed at least one of three introductory Criminology courses offered through SFU’s
Centre for Online and Distance Education between May 2013 and April 2014 to participate
in an online survey regarding student perceptions of and learning experiences with these
three fully online CODE courses. The three courses vary significantly in their online format.
A primary research objective was to assess the effectiveness of asynchronous discussion
groups, educational video games, online presentations by students, and online audiovisual instructional materials prepared by the course instructor. We explored the learning
components of each of the courses, to determine which were most effective, which were
least effective, which ones the students found most user-friendly and helpful, which they
found least user-friendly and helpful, which ones they used the most, and which ones they
used the least or did not use at all. Further, we asked students to suggest ways in which
future iterations of these (and other) online courses could be improved. Students were also
asked to compare their learning experiences in these fully online CODE courses with similar
courses that are offered in traditional and/or blended classrooms.
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SYMPOSIUM ON TEACHING AND LEARNING: PROVOCATIVE PEDAGOGY
WEDNESDAY, MAY 14
3.3
WHAT COULD LEARNING LOOK LIKE?: YOUR TURN TO SHUFFLE
Kathryn Ricketts (Teaching and Learning Centre), Peter Liljedahl (Education)
MBC 2296
These two educators argue that our work as pedagogues is primarily to inspire the notion of
learning how to learn.
Exploring the artifact of playing cards, the session presenters encourage us to think beyond
the banality of this everyday object to a location of inspiration and engagement. The common
thread in these instructors' methods, beyond the use of cards, is the playfulness in these
catalysts in order to surface a deep potentiality in the learner and at the same time trigger
joyful associations with ‘play’ and ‘gaming’.
This session first demonstrates the use of playing cards as an artifact for engagement and
then invites the participants to generate personalized strategies founded on the tenants of
imaginative play with lightness and curiosity.
2:45-3:15SESSION BREAK
MAGGIE BENSTON CENTRE
3:15-4:30CONCURRENT SESSIONS
4.1
PREVENTING STUDENT ACADEMIC MISCONDUCT
David MacAlister (Criminology), Graham Farrell (Criminology), Hugh Curtis
(Criminology), Tarah Hodgkinson (Criminology)
MBC 2292/2294
The workshop will discuss the presenters’ study of student academic misconduct. It will
detail the many different types (there are dozens!) and review the extent and nature of the
problem. There is great variation in the prevalence of different types of student academic
misconduct. A particular focus is on the three key areas of student academic misconduct
- plagiarism, test cheating, and collusion. A range of measures and tactics to design-out
these problems are examined. The study’s aim is to make practical recommendations for
best practice.
4.2
CHALLENGING FIRST-YEAR COMPUTING SCIENCE AND ENGINEERING
STUDENTS’ IDEAS ABOUT LEARNING
Diana Cukierman (Computing Science), Donna McGee Thompson (Student
Learning Commons), Farimah Salimi (Education), Sheryl Guloy (Education)
MBC 2296
In this session, participants will hear about and experience the pedagogy we developed
for learning strategies workshops in the Academic Enhancement Program (AEP). The
AEP supports student learning by integrating learning strategies workshops into the
curriculum of core first year computing science courses. Recently, the Faculty of Applied
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MAY 14-15, 2014 SFU BURNABY
www.sfu.ca/tlcentre
WEDNESDAY, MAY 14
Sciences invited us to pilot an expansion to Engineering Science courses. We were
simultaneously awarded a large Teaching and Learning grant, which allowed us to conduct
a needs assessment for the expansion and development of a new workshop: AEP 103. In
this session, we will introduce participants to the design of the workshop, informed by the
needs assessment, to support the learning of first year computing science and engineering
undergraduates. We will invite the audience to participate in a condensed mock version of
the workshop, to experience workshop activities firsthand, and to discuss the workshop’s
relevance to their own contexts. Participants will gain an understanding of self-regulated
learning and an opportunity to reflect upon its adaptation to their own teaching practices.
This session will appeal to anyone interested in designing learning support using provocative
pedagogy that challenges students’ perceptions about successful learning.
HALPERN CENTRE
4:30-6:00
Poster 1 Poster 2
SYMPOSIUM RECEPTION AND POSTER SESSION
Current and Historical Approaches to Assessing Student Engagement and Experiences of Students Completing Degree Programs Offered by the Department of Biomedical Physiology and Kinesiology Victoria Claydon (Biomedical Physiology and Kinesiology), Brett Shaw (Biomedical Physiology and Kinesiology)
And Tango Makes Thirty…Library Collection Development in Engl 387
Nicky Didicher (English)
Poster 3
Assessing the Effectiveness of Instructional Videos in Biology Labs for Student Learning Outcomes
Mala Fernando (Biological Sciences), Andrew Wylie (Biological Sciences)
Poster 4
Poster 5
A Study of Early Intervention in a First-Year Physics Course Using Online Tutorials
Sarah Johnson (Physics)
An Exploration of the Career Implications of the Media Analysis Laboratory
Experiential Learning Pedagogy
Stephen Kline (Communication)
Poster 6
Flipping a First-Year Biology Course: Experiments Conducted and Lessons
Learned
Kevin Lam (Biological Sciences)
Poster 7
Poster 8
Poster 9
Do the Clickers Help Students Understand the Scientific Method?
Mark Lechner (Health Sciences)
Introducting Empirical Research Methods with Digitally Mediated Environments
Frederik Lesage (Communication), Jan Maronate (Communication), Chris Jeschelnik
(Communication), Yuji Zhang (Communication)
Student Response to Instructor Feedback: Provocative or Provoking?
Marti Sevier (EAS/Linguistics), Elaine Zhang
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SYMPOSIUM ON TEACHING AND LEARNING: PROVOCATIVE PEDAGOGY
THURSDAY, MAY 15
Poster10
An Evaluation of the Flipped Classroom in a Master’s Level Environmental and Occupational Health Course
Tim Takaro (Health Sciences), Lindsay Galway (Health Sciences), Nathalie Ste-Marie
(Health Sciences), Barbara Berry (Teaching and Learning Centre)
Poster 11
Assessment of Student Learning and Interest in a Student-Led Problem-Based
Learning Tutorial Setting
Gina Whitaker (Biomedical Physiology and Kinesiology)
Poster 12
Tracking the Student and Instructor Experience through the Team-Taught
Interdisciplinary Project-Based Course Brewing Science
Andrew Wylie (Biological Science), Sherryl Bisgrove (Biological Sciences)
PROGRAM
MAGGIE BENSTON CENTRE | SFU BURNABY THURSDAY MAY 15, 2014
8:30-9:00
REGISTRATION AND REFRESHMENTS
9:00-9:15
WELCOMING REMARKS
Stephanie Chu, Director, Teaching and Learning Centre, and
Jonathan Driver, Vice-President, Academic and Provost
9:15-10:30
6.1
PLENARY SESSION
SFU TEACHING AND LEARNING DEVELOPMENT GRANTS:
A SUCCESSFUL INITIATIVE
Cheryl Amundsen (Education), Cindy Xin (Teaching and Learning Centre)
MBC 1302
In this panel discussion, the overall design of the SFU Teaching and Learning Grants
program will be described and the initial findings of the program evaluation being
conducted. Two faculty grant recipients will describe their grant projects focusing on what
they learned about their teaching and student learning and how they have applied their
project findings to their teaching more broadly. There will be ample time set aside for those
attending to interact with panel members and discuss ideas for grant projects. The session
is intended for faculty members who may be interested in systematically investigating new
approaches to their teaching through a SFU Teaching and Learning Development grant,
and would benefit from hearing the experiences of others. It will also be of interest to
administrators who are interested in more information about the grants program (http://
www.sfu.ca/tlgrants).
10:30-11:00
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SESSION BREAK
MAY 14-15, 2014 SFU BURNABY
www.sfu.ca/tlcentre
THURSDAY, MAY 15
MAGGIE BENSTON CENTRE
11:00-12:15CONCURRENT SESSIONS
7.1 DISSONANCE BETWEEN STUDENT LEARNING EXPERIENCE AND ACTUAL STUDENT LEARNING: WHAT CAN WE DO ABOUT IT?
Daria Ahrensmeier (Teaching and Learning Centre)
MBC 2290
Many instructors use new, provocative pedagogy in their class because it promises better
student learning as well as a more satisfying student experience. But quite often, they
experience strong resistance from the students who claim that they learn better with
traditional teaching methods. Does this indicate a weakness in the research about these
methods, perhaps with regard to changing student populations? Does it mean that the
specific implementation of the teaching method was not done “right”? Does it simply
reflect that students don’t know what is good for them? To clarify these questions, after
a brief introduction with some research findings, participants will be invited to share
their experiences with “provocative” pedagogy and their interpretations of how well they
worked for both student learning and experience. Then, we will explore possible reasons
for any observed dissonance. Finally, we will discuss research tools that measure student
experience and student learning and match them to the various methods that participants
use.
At the end of the session, participants will have a “tool box” that allows them to investigate
student perception as compared to actual student learning, ideas for adjusting their method
if necessary, and a group of colleagues for future conversations about the topic.
7.2
PROVOCATIVE RESEARCH IN PRACTICE: INTEGRATING OUR THESIS RESEARCH IN PEDAGOGICAL PRACTICES
Veronica Hotton (Education), Stacey Makortoff (Education), Emily Sadowski
(Education), and Gillian Smith (Education)
MBC 2296
Our panel will discuss two related provocations: (1) how theory, research, and practice need
to be integrated, and (2) how our thesis subjects are provocative. Regarding the first area,
theory, research and practice can be separated through day-to-day work and a Faculty of
Education is no less immune. As education doctoral candidates, in the ‘all but dissertation’
stage, we will be sharing how our theory and research is practiced within university
pedagogy. Regarding the second area, we will also share our provocative thesis topics
in education, which are: (Emily) intuition and transformation, (Gillian) individualism and
relational ontology in contemplation of the ecological crisis, (Stacey) examining PhD student
lore around supervision, and (Veronica) walking as pedagogy. Our panel will use evocative
questions, humorous visuals and pedagogical examples to spark thoughts and questions
from the audience. All university community members, and especially those in teaching
positions are encouraged to join. We also welcome graduate students who have a particular
theory or research area that is challenging to integrate within curriculum and pedagogy. We
plan for session attendees to leave with multiple ideas on how they could integrate theory
and research with pedagogical practice.
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SYMPOSIUM ON TEACHING AND LEARNING: PROVOCATIVE PEDAGOGY
THURSDAY, MAY 15
MAGGIE BENSTON CENTRE 1302
12:15-1:30COMPLIMENTARY LUNCH
MAGGIE BENSTON CENTRE
12:45- 1:15
8.1 PLENARY SESSION
LIVING TEXTBOOKS AS NEW SPACES FOR LEARNER ENGAGEMENT
David Dunne, Adjunct Senior Fellow, Beedie School of Business
Lisa O’Neill, Teaching and Learning Centre
MBC 1302
Over this lunch time plenary session, the presenters and the development team will
share the ‘Living Textbook project’ origins, its collaborative and (sometimes) remote
development process, and its outcome. The development team will discuss the value of these
types of efforts (eBooks, and media) generally, and the need for all of us at SFU to build
conversations around some of the key elements contained in this exemplar project (open
educational resourcing, trust, and the value of mapping our spaces and places for learning).
MAGGIE BENSTON CENTRE
1:30-2:45
9.1
CONCURRENT SESSIONS
INTERDISCIPLINARY COURSE DEVELOPMENT: LEARNING FROM OUR
EXPERIENCE IN DESIGNING BREWING SCIENCE
Uwe Kreis (Chemistry), Daria Ahrensmeier (Teaching and Learning Centre),
Andrew Wylie (Biological Sciences), and Zamir Punja (Biological Sciences)
MBC 2290
Interdisciplinary cooperation and industry collaboration is becoming more and more the
norm for University researchers. University teaching on the other hand lags this trend by
years, at least in the sciences at the undergraduate level.
In this hands-on workshop, we offer participants an opportunity to start developing an
outline for an interdisciplinary course. We will share our experience with Brewing Science,
a new project based course, featuring an interdisciplinary teaching team, an active industry
partner and an interdisciplinary student roster.
The workshop will be organized in four modules: Topic selection, Learning expectations,
Instructional strategy and Assessment methods. For each stage we will outline our
approach, choices and experiences, and then invite sharing before guiding the participants
in the development of the next curriculum aspect. At the end, participants will have a course
outline draft and have experienced the basics of a structured approach to interdisciplinary
course design.
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MAY 14-15, 2014 SFU BURNABY
www.sfu.ca/tlcentre
THURSDAY, MAY 15
9.2
THE STUDIO LECTURE: DESIGNING AND IMPLEMENTING ACTIVITYBASED LECTURES
Susan Clements-Vivian (Interactive Arts and Technology)
MBC 2296
The practice based learning of art and design education is primarily studio based, small
group teaching. My research aims to develop practice based activities that capture the
energy and engagement of studio courses in a large lecture environment. This workshop
would be of particular relevance to faculty/instructors and/or curriculum developers who
are interested in developing lectures that include active participation with material as it is
taught. Activities have been designed to engage students with the process-based, perceptual
learning that takes place while actively engaged in creative practice, however the approach
may be more broadly applied. In this workshop participants will partake in three different
activities. These will be short, focused, and designed to illustrate differing approaches to
how activities may be configured. Activities will also be looked at from the position of an
instructor. Participants will be invited to start to identify and sketch out activities for their
own courses. The session will be hands on demonstration of the approach. The goal of the
workshop is for participants to leave with a sense of what the activities are like on both sides
of the classroom and with the tools to begin adapting them to their own teaching needs.
2:45-3:00SESSION BREAK
HALPERN CENTRE 126
3:00-4:30
CLOSING PLENARY SESSION/WORLD CAFÉ
10.0 BEST PRACTICES IN PRESENTING INNOVATIVE TEACHING TO A TENURE AND PROMOTION COMMITTEE (TPC) AND TEACHING APPOINTMENTS REVIEW COMMITTEE (TARC)
Shauna Jones (Beedie School of Business), Neil Abramson (Beedie School of
Business), Craig Emby (Beedie School of Business), Tom Grieve (English),
Kevin O'Neill (Education) , and Panayiotis Pappas (Linguistics)
HALPERN CENTRE 126
This plenary session uses a World Café format to address best practices in presenting
teaching to a TPC/TARC and how those committees should respond to and evaluate
teaching. Participants will experience a welcoming and participatory environment in which
they move from table to table, each time discussing and offering insight into a particular
question/issue. At the end of the session the hosts will gather your best ideas together for a
more general discussion.
4:30-4:45
CLOSING REMARKS
Symposium Program Committee, Nicky Didicher (English), Shauna Jones (Beedie School of Business), Uwe Kreis (Chemistry), Nienke Van Houten (Health Sciences)
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SYMPOSIUM ON TEACHING AND LEARNING: PROVOCATIVE PEDAGOGY
CONTACT INFORMATION
PRESENTERS
1.2 2.1 2.2
3.1
3.2 3.3 4.1
4.2
5.1 6.1
7.1
7.2
8.1
9.1
12
Sarah Louise Turner
Teaching and Learning Centre
Catherine Black
French
Sophie Lavieri
Chemistry
Pamela Tannouri
Chemistry
Jessica Inskip
Biomedical Physiology and Kinesiology
Frederick Kruger-Ross
Teaching and Learning Centre
Dara Culhane
Sociology and Anthropology
Paul Budra
English
Fiona Shaw
Education
Jennifer Walsh Marr
Linguistics
Amanda Goldrick-Jones
Student Learning Commons
Shauna Jones
Beedie School of Business
Alisa Stanton
Health and Counselling Services
Rosie Dhaliwal
Health and Counselling Services
David Zandvilet
Education
Neinke Van Houten
Health Sciences
Kate Tairyan
Health Sciences
Rachel Fouladi
Psychology
Barry Cartwright
Criminology
Sheri Fabian
Criminology
Kathryn Ricketts
Teaching and Learning Centre
Peter Liljedahl
Education
David MacAlister
Criminology
Graham Farrell
Criminology
Hugh Curtis
Criminology
Tarah Hodgkinson
Criminology
Diana Cukierman
Computing Science
Donna McGee Thompson Student Learning Commons
Farimah Salimi
Education
Sheryl Guloy
Education
Poster Presenters (see below)
Cheryl Amundsen
Education
Cindy Xin
Teaching and Learning Centre
Daria Ahrensmeier
Teaching and Learning Centre
Veronica Hotton
Education
Stacey Makortoff
Education
Emily Sadowski
Education
Gillian Smith
Education
David Dunne
Business Administration
Lisa O’Neill
Teaching and Learning Centre
Uwe Kreis
Chemistry
Daria Ahrensmeier
Teaching and Learning Centre
Andrew Wylie
Biological Sciences
Zamir Punja
Biological Sciences
slt5@sfu.ca
cblack@sfu.ca
slavieri@sfu.ca
pjt002@gmail.com
jinskip@sfu.ca
fkrugerr@sfu.ca
dara_culhane@sfu.ca
paul_budra@sfu.ca
fshaw@sfu.ca
jwalshma@sfu.ca
agoldric@sfu.ca
shaunaj@sfu.ca
alisa.stanton@sfu.ca
rosie_dhaliwal@sfu.ca
dbz@sfu.ca
nvanhout@sfu.ca
ktairyan@sfu.ca
rachel_fouladi@sfu.ca
bcartwri@sfu.ca
sfabian@sfu.ca
krickett@sfu.ca
liljedahl@sfu.ca
dmacalis@sfu.ca
grahamf@sfu.ca
hcurtis@sfu.ca
thodgkin@sfu.ca
diana@sfu.ca
dmcthomp@sfu.ca
fsalimi@sfu.ca
sga55@sfu.ca
camundsa@sfu.ca
cxin@sfu.ca
dahrensm@sfu.ca
vkh@sfu.ca
sam3@sfu.ca
esadowski@sfu.ca
gds1@sfu.ca
ddunne@sfu.ca
oneill@sfu.ca
ukreis@sfu.ca
dahrensm@sfu.ca
awylie@sfu.ca
zamir_punja@sfu.ca
MAY 14-15, 2014 SFU BURNABY
9.2
10.0
Susan Clements-Vivian
Shauna Jones
Neil Abramson
Craig Emby
Tom Grieve
Kevin O'Neill
Panayiotis Pappas
POSTERS
1
Victoria Claydon
Brett Shaw
2
Nicky Didicher
3
Mala Fernando
Andrew Wylie
4
Sarah Johnson
5
Stephen Kline
6
Kevin Lam
7
Mark Lechner
8
Frederick Lesage
Jan Marontate
Chris Jeschlenik
Yuji Zhang
9
Marti Sevier
Elaine Zhang
10 Tim Takaro
Lindsay Galway
Nathalie Ste-Marie
Barbara Berry
11 Gina Whitaker
12 Andrew Wylie
Sherryl Bisgrove
www.sfu.ca/tlcentre
Interactive Arts and Technology
Beedie School of Business
Beedie School of Business
Beedie School of Business
English
Education
Linguistics
sclement@sfu.ca
shaunaj@sfu.ca
neil_abramson@sfu.ca
craig_emby@sfu.ca
tom_grieve@sfu.ca
kevin_oneill@sfu.ca
papappas@sfu.ca
Biomedical Physiology and Kinesiology
Biomedical Physiology and Kinesiology
English
Biological Sciences
Biological Sciences
Physics
Communication
Biological Sciences
Health Sciences
Communication
Communication
Communication
Communication
EAS/Linguistics
Linguistics
Health Sciences
Health Sciences
Health Sciences
Teaching and Learning Centre
Biomedical Physiology and Kinesiology
Biological Sciences
Biological Sciences
victoria_claydon@sfu.ca
bhs@sfu.ca
didicher@sfu.caa
fernando@sfu.ca
awylie@sfu.ca
sjohnson@sfu.ca
kline@sfu.ca
klamf@sfu.ca
msl19@sfu.ca
flesage@sfu.ca
jmaronta@sfu.ca
cjeschel@sfu.ca
yujiz@sfu.ca
msevier@sfu.ca
yanlinz@sfu.ca
ttakaro@sfu.ca
lpg@sfu.ca
bberry@sfu.ca
gina_whitaker@sfu.ca
awylie@sfu.ca
sbisgrove@sfu.ca
13
SYMPOSIUM ON TEACHING AND LEARNING: PROVOCATIVE PEDAGOGY
THURSDAY, MAY 15
SYMPOSIUM PLANNING COMMITTEE
14
Nicky Didicher, Department of English
didicher@sfu.ca
Shauna Jones, Beedie School of Business
shaunaj@sfu.ca
Uwe Kreis, Department of Chemistry
ukreis@sfu.ca
Nienke van Houten, Faculty of Health Sciences
nvanhout@sfu.ca
Christine Kurbis, Teaching and Learning Centre
christine_kurbis@sfu.ca
Patty Ward, Teaching and Learning Centre
piw@sfu.ca
Jennifer Kuang, Teaching and Learning Centre
jennifer_kuang@sfu.ca
MAY 14-15, 2014 SFU BURNABY
www.sfu.ca/tlcentre
THURSDAY, MAY 15
PROGRAM AT A GLANCE
8:30–9:00
Registration and Refreshments
MBC 1302
9:15-9:30
6.0 Welcoming Remarks
Stephanie Chu, Director, Teaching and Learning Centre
Jonathan Driver, Vice-President, Academic and Provost
MBC 1302
9:15–10:30
6.1 Plenary Session (75 mins)
SFU Teaching and Learning Development Grants:
A Successful Initiative (panel and video presentation)
Cheryl Amundsen, Cindy Xin, and SFU faculty panelists
MBC 1302
10:30–11:00 Session Break
11:00–12:15
7.0 Concurrent Sessions (75 mins)
7.1 Dissonance Between Student Learning Experience and
Actual Learning: What Can We Do About it?
(Daria Ahrensmeier)
7.2 Provocative Research in Practice: Integrating Our Thesis
Research in Pedagogical Practices
(Veronica Hotton, Stacy Makortoff, Emily Sadowski, and
Gillian Smith)
12:15-1:30
12:45-2:45
Complimentary Lunch
8.1 Plenary Session
Living Textbooks as New Spaces for Learner Engagement
David Dunne, Adjunct Sr. Fellow, Beedie School of Business
Lisa O’Neill, Teaching and Learning Centre
1:30–2:45
9.0 Concurrent Sessions (75)
9.1 Interdisciplinary Course Development: Learning from Our
Experience in Designing Brewing Science
(Uwe Kreis, Daria Ahrensmeier, Andrew Wylie, and
Zamir Punja)
9.2 The Studio Lecture: Designing and Implementing
Activity-Based Lectures
(Susan Clements-Vivian)
2:45–3:00
MBC 2290
MBC 2296
MBC 1302
MBC 1302
MBC 2290
MBC 2296
Session Break
3:00–4:30
10.0 Closing Plenary/World Café Session
Best Practices in Presenting Innovative Teaching to a
Tenure and Promotion Committee (TPC) and Teaching
Appointments Review Committee (TARC)
(Shauna Jones, Neil Abramson, Craig Emby, Tom Grieve, Kevin
O'Neill, and Panayiotis Pappas)
Halpern Centre 126
4:30-4:45
10.1 Closing Remarks
Symposium Program Committe)
(Nicky Didicher, Shauna Jones, Uwe Kreis, and Nienke Van
Houten)
Halpern Centre 126
15
Symposium on Teaching and Learning
Provocative Pedagogy
Who should attend
• Faculty members and instructors
• Teaching assistants and tutor markers
• Graduate and undergraduate students
• Curriculum and educational developers
• University staff and administrators
For more information and to register, please visit us at
www.sfu.ca/tlcentre or contact Christine_Kurbis@sfu.ca