STLHE 2013 – 3M Fellows activities

Welcome to my Classroom

Participants at the “Welcome to my Classroom” sessions at the 2012 STLHE Conference in Montreal described the sessions as interesting, innovative, and inspiring, and the Executive of the Council of 3M National Teaching Fellows has proposed that “Welcome to my Classroom” be a part of every STLHE Conference.

Welcome to my classroom is scheduled in as an interactive session in the conference program and showcases the teaching of 3M National Teaching Fellows by sampling from their classroom, an activity that a general audience would understand. The 50 minute sessions would generally consist of two components:  a presentation of a teaching moment, innovation or style from their classroom, and a discussion of the pedagogy behind the presentation with an opportunity for the audience to ask questions and relate to their own teaching experiences.  

Welcome to ENGL 2301, Literary Periods, 1800-Present: ‘Nature’ in Four Times
Robert Lapp, Mount Allison University
Thursday, June 20, 11:00 am to 12:00 noon
Location: TBA

This session will welcome participants to the first day of a second-year class in literary history. Students still expect first day to be “syllabus” day—when you get a course syllabus and a set of assignments and are sent away to buy your textbooks. But I think of the first class as a way of setting the tone for the rest of the term: like the overture to a musical, it should be an captivating sampler of all that’s to come. So after briefly pointing where the information we’ll need for the course is posted online, I launch into an interactive presentation of four short works that illustrate the different ways “Nature” is imagined in British culture from 1800 to the present. Using performance as a technique to capture attention, I begin by reciting a Romantic-era poem by Wordsworth, then hand out a hard copy (along with the other short works for the day) on pages with space for notes. Then we engage in a quick “review”-discussion about how we go about “reading” a poem for its elements of both theme and style. Then I perform a Victorian poem by Tennyson, after which we “pair’n’share” to develop more perspectives on our handouts, and so on through some lines from T. S. Eliot’s Modernist Waste Land to a video clip of Monty Python’s postmodern “Parrot sketch.” In less than 50 minutes, we’ll have experienced a vivid glimpse of four different literary periods, and of how “Nature” is a surprisingly relative concept!

Conference program entry

Ozone layer and global warming, a global warning!  
Presented by Sylvain Robert, Université du Québec à Trois-Rivières  
Friday, June 21, 2013, 9:00 am to 10:00 am
Location: TBA

In this bilingual talk, I will present an introductory course in environmental chemistry where I will talk about the effects of greenhouse gases on global warming, the depletion of ozone layer, and their effect on our near future. At UQTR, this chemistry course is attended by students all around the campus and they don’t need to be chemists at all to attend to it. Not only the problems of chemistry will be discussed but there will also be a reflection on the social role of the chemist to the problems of pollution and environmental quality. 

Conference program link

Welcome to My Classroom: Why Shakespeare’s Globe Theare Matters  
Shannon Murray, University of Prince Edward Island  
Friday, June 21, 11:00 am to 12:00 pm
Location: TBA

Most people know that Shakespeare wrote soem of his plays with the Globe Theatre in mind, but so what? How can theatrical space — and this space in particular — alter the experience of a play or shape its meaning? In this unit, we’ll look at the structure of the first and the new Globe, experience the difference between the proscenium arch and a Renaissance public theatre, and discuss parallels to the contemporary university classroom.

Conference program entry

Glen LoppnowStudents: Welcome to my Class, Scientists: Welcome to the World!
Glen Loppnow, University of Alberta
Friday, June 21, 3:30 to 4:30 pm

Pollution.  Violence.  Cancer.  Global warming.  Poverty.  These are just a few of the difficult problems plaguing humankind.  Perhaps part of the reason such problems haven’t been solved is that we don’t encourage broad thinking in current educational systems.  Would a program of 12 years of Peace Studies instead of English or Pollution Science instead of Chemistry erode disciplinary barriers to solutions, provide greater empathy, and yield a healthier society or end in greater ignorance and impotence in solving these problems?  This presentation will engage participants in the first class of “Science Citizenship”, a project-based, novel community service learning course for Science students at the University of Alberta.  This science-appropriate model for community service learning builds community, leads to a more sustainable Earth, is scaleable to large class size, and incorporates holistic education.  The course also emphasizes higher-order learning skills, such as teamwork and communication, and makes the students the teachers.

Conference program entry