2017 SoTL Poster Award Recipient

David Hickey (Faculty, Department of English, University of Prince Edward Island) was selected as the recipient of the SoTL Poster Award for his poster titled “Anatomy of a Soapbox Speaker”

In Gaslight Sonatas, Fannie Hurst (1918) described the soapbox as having the power to turn “the four winds of the street corner [into] the walls of a temple of wisdom” (p. 29). Hurst’s streetscapes have long since faded to memory, and yet the need for public engagement, especially in the form of face-to-face dialogue, has never been more pressing. As Andrea Weckerie (2013) accurately observed in Civility in the Digital Age,[...]

David Hickey (Faculty, Department of English, University of Prince Edward Island) was selected as the recipient of the SoTL Poster Award for his poster titled “Anatomy of a Soapbox Speaker”

In Gaslight Sonatas, Fannie Hurst (1918) described the soapbox as having the power to turn “the four winds of the street corner [into] the walls of a temple of wisdom” (p. 29). Hurst’s streetscapes have long since faded to memory, and yet the need for public engagement, especially in the form of face-to-face dialogue, has never been more pressing. As Andrea Weckerie (2013) accurately observed in Civility in the Digital Age, “insidious elements have . . . taken hold online—the crippling insults and mockery of people, the widespread use of snark weakly justified as innocent humour, and the destruction of . . . reputations and individuals through shockingly easy and anonymous means” (4). These circumstances prompt the search for countermeasures that foster instead respectful forms of public debate that are free of the animosity and abuse now sadly ubiquitous online. For educators at all levels, efforts to support these environments frequently involve the search for teaching tools, both new and old alike, that enable students to enter into respectful dialogue as a means of actively addressing the issues that matter to them most.

While frequently evoked in pejorative terms, the traditional soapbox nevertheless remains one such tool for transformative change. Even the smallest stage can, in fact, dramatically alter how students understand themselves and their place in the world: when paired with a persuasive speaking assignment, the soapbox becomes a site from which to articulate closely held beliefs and to develop a sense of autonomy and agency.

This poster lists the qualities nurtured in students when professors use a soapbox in the university classroom, and then offers tips to teachers who may wish to incorporate soapbox speaking into their courses.

2018 SoTL Poster Award Recipient

Adam Thomas (Humber College) was selected as the recipient of the SoTL Poster Award for his poster titled “Learning Codes through Tangible Aids”.

 

Adam Thomas (Humber College) was selected as the recipient of the SoTL Poster Award for his poster titled “Learning Codes through Tangible Aids”.

 

2019 SoTL Poster Award Recipients

The winners of the SoTL Poster Award for 2019  are Kelly Pilato and Dr. Madelyn Law in the Department of Health Sciences at Brock University. Their poster titled: Implementation Evaluation of a mental health policy in higher education: shared meanings of the Fall Break Policy showcased the impact of a Fall Break at Brock University and the results it had on students perceived stress.

We would also like to recognize and give an honourable mention to the poster presented by Dr. Sharonna Greenberg from McMaster University. The poster, created in collaboration with colleagues from both McMaster and York Universities, was[...]

The winners of the SoTL Poster Award for 2019  are Kelly Pilato and Dr. Madelyn Law in the Department of Health Sciences at Brock University. Their poster titled: Implementation Evaluation of a mental health policy in higher education: shared meanings of the Fall Break Policy showcased the impact of a Fall Break at Brock University and the results it had on students perceived stress.

We would also like to recognize and give an honourable mention to the poster presented by Dr. Sharonna Greenberg from McMaster University. The poster, created in collaboration with colleagues from both McMaster and York Universities, was titled Assessing our Assessments: A Test Archive and Analysis System for Large Enrollment Classes.

2019 Alan Blizzard Award Recipients

Congratulations to the team from Thompson Rivers University for their collaborative project entitled “Knowledge Makers”.

The team members are Elder Mike Arnouse, Elder Doreen Kenoras, Elder Estella Patrick Moller, Dr Margaret Vickers Hyslop, Paul Michel, Professor Rod McCormick, Vernie Clement, Joanne Brown, Dr Sereana Naepi, Dean Airini, Dean Chris Adam, Misty Antoine, Dr Lisa Bourque Bearskin, Sheila Blackstock, Baihua Chadwick, Associate Professor Natalie Clark, Dean Tom Dickinson, Dean Doug Ellis, Troy Fuller, Dr James Gaisford, Kathy Gaynor, Garry Gottfriedson, Dean Michael Henry, Associate Professor Shelly Johnson, June Kelly, Brian Lamb, Donald Lawrence, Crystalyn Lemieux, Roxane Letterlough, Associate Professor[...]

Congratulations to the team from Thompson Rivers University for their collaborative project entitled “Knowledge Makers”.

The team members are Elder Mike Arnouse, Elder Doreen Kenoras, Elder Estella Patrick Moller, Dr Margaret Vickers Hyslop, Paul Michel, Professor Rod McCormick, Vernie Clement, Joanne Brown, Dr Sereana Naepi, Dean Airini, Dean Chris Adam, Misty Antoine, Dr Lisa Bourque Bearskin, Sheila Blackstock, Baihua Chadwick, Associate Professor Natalie Clark, Dean Tom Dickinson, Dean Doug Ellis, Troy Fuller, Dr James Gaisford, Kathy Gaynor, Garry Gottfriedson, Dean Michael Henry, Associate Professor Shelly Johnson, June Kelly, Brian Lamb, Donald Lawrence, Crystalyn Lemieux, Roxane Letterlough, Associate Professor Courtney Mason, Tina Matthew, Dean Rick McCutcheon, Donna McGrath, Dean Brad Morse, Dean Donna Murnahagn, Dr Mahtab Nazemi, Associate Vice-President Don Poirier, Dean Baldev Pooni, Karie Russell, Dr Darlene Sanderson, Dr Sandra Vermuellen, and Professor Emeritus Patrick Walton.

Knowledge Makers is a collaborative teaching initiative where Indigenous students learn how to research, and how to publish research, as Indigenous researchers. Based at Thompson Rivers University, the program brings together up to 15 Indigenous undergraduate students each year from across the university to learn how to ‘make knowledge’ through a multi-modal approach. Since 2015 close to 40 university leaders, Elders, faculty, staff, and community members have contributed to this non-credit, four-month annual program. Collaborative teaching in Knowledge Makers is a process of working together to achieve a common goal: strong, focused, confident published Indigenous researchers. Features of the collaboration between team members include: Elder-led learning, an online learning platform (Knowledge Makers e-portfolio), research methods and methodologies workshop, mentoring by experienced Indigenous researchers, project-based learning resulting in the publication of reviewed journal articles, one on one supervision, and Indigenous learning and teaching approaches.

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