Video Presentations
STUDENT EXPERIENCE
Are Active Learning Spaces worth the Investment?
Presenter: Katelyn Marchiori, MSc
Western University Alumna
Co-Author: Dr. Sarah McLean, PhD
Western University Assistant Professor BMSUE E-learning Coordinator Department of Physiology & Pharmacology Department of Anatomy & Cell Biology
The work presented here was Katelyn Marchiori’s master’s degree research project in the Clinical Anatomy Program at Western University. Dr. Sarah McLean was her supervisor. The study population was a fourth-year undergraduate medical science course taking place in the Fall semester of 2019. This work will be published in the Journal of Learning Spaces under the title “Active learning spaces foster development of communication skills in senor undergraduate science students”.
Building Student Understanding by Understanding our Students: Techniques for Instructors and Teaching Teams
Sarah Mayes-Tang, University of Toronto
@SMayesTang on Twitter
Brief Bio: Sarah Mayes-Tang received her PhD in pure mathematics from the University of Michigan. She spent four years developing new and innovative courses at Quest University Canada, an small liberal arts institution in Squamish, BC. Sarah is currently a teaching stream professor at the University of Toronto and just completed a four-year stint leading their largest calculus program through a curriculum and teaching renewal, soon followed by the shift to online teaching! She is looking forward to shaking up her teaching routine and realigning her perspective so that a class of 200 will once again seem large.
Brief Description: We know that student-centred teaching is at the core of good teaching and that when instructors truly understand their students many other questions can be answered. But how can we orient new instructors to a student-centred mindset and train them to think about their students’ understanding when making instructional decisions, especially with limited funding and time? In this talk I will describe simple activities that I have used in the introductory course meetings for instructors and TAs of the first-year calculus course that I coordinate and describe how helping them understand students propels them to put students at the forefront of decisions that they make throughout their teaching.
Adapting the Motivated Strategies for Learning Questionnaire to Help Students Take Control of Their Learning
List of Authors:
- Jhotisha Mugon, Faculty of Arts, University of Waterloo, jmugon@uwaterloo.ca
- Garcia Dong, Faculty of Mathematics, University of waterloo, Gracia.dong@uwaterloo.ca
- Nam-Hwui Kim, Faculty of Mathematics, University of waterloo, namhwui.kim@uwaterloo.ca
- Erin Jobidon, Student Success Office, University of waterloo, ejobidon@uwaterloo.ca
- Maria Barichello, Student Success Office, University of Waterloo, mbarichello@uwaterloo.ca
- Dr. Andrea Prier, Student Success Office, University of Waterloo, aprier@uwaterloo.ca
Bougez, écoutez, parlez : Comment les jeux de théâtre offrent un ancrage sensoriel et relationnel à la communication orale en FLS
Presenter’s full name : Laurence V. Thibault
Institut des langues officielles et du bilinguisme (ILOB), Faculté des arts, Université d’Ottawa
uOttawa profile : https://olbi.uottawa.ca/about/academic-staff/thibault-laurence-v
Bio: Professor Laurence Thibault holds a Ph. D. in education (University of Ottawa, Canada), a Masters in French as a Foreign Language Teaching (University of Grenoble, France) and a Masters in English (Southern Oregon University, USA). She has been teaching French and English as a foreign or second language since 1996. She has taught in various settings such as high school, university and professional training centers in France, the United States and Canada. She was also trained in theatre and focused her doctoral research on Franco-Ontarian theater in Ottawa. She received two Ontario Arts Council grants (2009, 2010) for writing and directing the theater project Tous les sourires d’Élisa. She is mostly interested in the links between language and culture, and the integration of dramatic activities in language learning.
Creating a Visual Dictionary of Sociology: A Faculty-Student Collaboration
Kathy Liddle, Ph.D.
Assistant Professor, Teaching Stream
Dept. of Sociology
University of Toronto Scarborough
kathy.liddle@utoronto.ca
Bio: Kathy Liddle is an Assistant Professor, Teaching Stream in the Department of Sociology at the University of Toronto Scarborough and serves as Associate Academic Lead for the UTSC Transitional Year Program pilot project. She is currently investigating techniques for creating a sense of community in large enrollment classrooms and has a particular interest in critical pedagogies. She teaches introductory sociology, as well as courses in qualitative methods, culture, the sociology of books, and a graduate seminar on teaching sociology.
Ujwal Mantha
Undergraduate Student, Class of 2021
Dept. of Sociology and Dept. of Arts, Culture, & Media
University of Toronto Scarborough
Instagram: ujwal.k.m
Bio: Ujwal Mantha is an interdisciplinary artist based in Toronto, Canada. Born in India, Ujwal uses his art to explore narratives and their relation to the construction of culture, identity, and imagination. His artistic practice and style allow him to conceptualize abstract concepts effectively and creatively, a skill that has aided him both professionally and personally.
Having recently graduated from the University of Toronto Scarborough, Ujwal’s work has been featured in several art festivals and exhibitions.
Abstract: The Visual Dictionary of Sociology Project is a faculty-student partnership to create a collection of images that illustrate core sociological concepts. The images have been successfully used in a first-year introductory sociology course to encourage students to discuss and think more deeply about the material. The process of creating the images provided an opportunity for the student-artist to gain a deeper understanding of the concepts through regular consultation with the faculty member, and for the faculty member to reflect on teaching practices. We discuss the emergence of the project, the utility of rich illustrations for teaching abstract concepts, review the artistic process, reflect on our own growth, and comment on informal feedback from students. In lieu of an in-person activity, we will provide a handout with guidelines on how to undertake a project like this with your students.
Liberal Arts Undergraduates’ Encounters with New Ideas: A Summary of Findings
Author/Presenter: Jenna Olender
Institution: Ontario Institute for Studies in Education, University of Toronto
E-mail: jenna.olender@utoronto.ca
LinkedIn: www.linkedin.com/in/jenna-olender-22452420a
Bio: Jenna Olender is a doctoral candidate in Higher Education (student development stream) at the Ontario Institute for Studies in Education. In addition to completing her degree, she is also the manager of Learning Skills and Development, an integrated, holistic academic writing and study skills learning support unit at the Brantford campus of Wilfrid Laurier University. She has recently been recognized for both her teaching and learning support work, having received a Donald F. Morgenson Staff Award for Excellence in Teaching and Learning in 2020 and the Distinguished Professional Award from the Learning Specialists Association of Canada this year.
Video description: In this video, Jenna Olender discusses her doctoral research project that was undertaken to explore, through narratives, liberal arts undergraduates’ experiences with discovery, exploration, and application of new ideas in the context of their intellectual work at one institution. She provides some background to the design of the study, describes the methods used to collect and analyze the narratives, and summarizes the findings of her research.
Multicontextual Teaching and Learning in Postsecondary Classrooms
Author: Monika Moore
Associated institution: University of Toronto, OISE
Contact information: monika.moore@mail.utoronto.ca
Social media links: @monikazenobia
Online materials associated with the video: a Google Jamboard is provided for discussion/questions. Google Jamboard or https://tinyurl.com/multicontext
Speaker Bio: Monika Moore is a doctoral student in Higher Education at the University of Toronto and has over ten years of college teaching experience. Monika is focused on finding ways to make postsecondary teaching and learning environments more equitable.
Video Description: The video is a narrated slideshow describing multicontext theory and how it can be leveraged in teaching and learning environments to make the experience more inclusive and equitable.
Better by design: Design thinking, experiential learning and the development of a growth mindset in undergraduate classrooms.
Presenter: Dr. AnneMarie Dorland
Institutional affiliation: Mount Royal University
Contact information: adorland@mtroyal.ca @am_dorland
Video description: Dr. Anne Marie Dorland is an Assistant Professor in the Bissett School of Business at Mount Royal University, where she teaches marketing, branding and creative strategy. In her research work she brings together her experience as a creative industries scholar, an organizational ethnographer, a graphic designer and a brand strategist to explore the drivers of organizational creativity and the development of creative capacity as a part of learning, working and leading. Her teaching and research is dedicated to understanding the problem solving practices of the creative economy and to sharing evidence based approaches for creative capacity enhancement and creative economy policy design. In her work at MRU she is also an Associate Director with the Mount Royal University Institute for Community Prosperity’s CityXLab, where she leads a team of student researchers curious about the changing nature of Canada’s creative and cultural future. Dr. Dorland is a contributor to several international publications on how we might adopt the practices of creative thinkers to help organizations – from health care to education to the energy industry – develop and enhance their creative capacity to become better problem solvers and more innovative thinkers. She is relentlessly optimistic about the ways that amplifying creativity in our organizations, our teams and our classrooms can help create meaningful and innovative change.
How might design thinking — the interactive, human-centered pedagogical approach that has recently been recognized as a valuable strategy in the development of a creative practice— complement existing approaches to experiential learning in higher education classrooms? This video presentation shares findings from a comparative study of 400 undergraduate business school students enrolled in a common first year marketing class, and reveals the ways that design thinking protocols can be mobilized to strengthen experiential learning in the post-secondary learning environment. The survey data collected from students participating in both the design thinking and the non-design thinking samples of this research study shed light on whether this pedagogical approach can indeed effectively foster the development of a growth mindset, and on the relationship between the use of design thinking approaches, the resonance of reflective practices and the alignment of experiential learning goals in our classroom partnerships. In this presentation, I discuss specific outcomes of the research study related to the phenomenon of design-thinking, and the way that design-thinking oriented learning strategies might contribute to the development of a growth mindset and of failure tolerance in undergraduate students within an experiential learning environment.
The academic experiences of immigrant university students: A case of Korean students in Toronto and the comparison to literature on international student experiences
Presenter: Eun Gi (Cathy) Kim, Ph.D. Student at the Ontario Institute for Studies in Education (OISE)/University of Toronto
Email: cathy.kim@mail.utoronto.ca
Bio: Eun Gi (Cathy) Kim is a Ph.D. student at the Ontario Institute for Studies in Education (OISE)/University of Toronto. During her studies on teacher education, she became interested in understanding students better to provide more targeted support for their learning experiences.
This presentation is based on her master’s thesis about the experiences of Korean immigrant students in two Canadian universities. This research was motivated by her own experiences as a Korean immigrant in Canada. She then compares the experiences of immigrant students with the literature on international student experiences to highlight some similarities and differences. She is also seeking feedback as she is currently planning for her dissertation proposal on this topic of international and immigrant student experiences in Canadian universities. She hopes that her research findings would help those in teaching positions to better understand the experiences of immigrant students towards supporting their particular learning needs.
Addressing Academic Integrity Collaboratively
Presenters:
- Caitlin Munn
Educational Quality Assurance Specialist, Assiniboine Community College
Bio: Caitlin Munn is an Educational Quality Assurance Specialist at Assiniboine Community College in Brandon, Manitoba. Caitlin is an adult educator and Ontario Certified Teacher who holds a BA (Honours)/B.Ed. Concurrent and Master of Education (thesis). Caitlin’s experience spans the elementary, high school, and post-secondary systems and includes the roles of Learning Strategist, Adult Education and Teacher Education instructor, Student Affairs professional, and Learning Commons Director.
Josh Seeland
Manager, Library Services, Assiniboine Community College
Bio: Josh Seeland is the Manager, Library Services & Academic Integrity at the Assiniboine Community College (ACC) Library in Brandon, where his primary duties include research initiatives and library instruction/outreach at ACC locations across Manitoba. He is a member of the Manitoba Academic Integrity Network (MAIN) and chairs ACC’s Academic Integrity Advisory Committee.
3. Lynn Cliplef
Faculty Development Coach, Assiniboine Community College
Bio: Lynn Cliplef is a Faculty Develop Coach at Assiniboine Community College in Brandon, MB. Lynn has worked for over ten years in post-secondary including time as a Math and Science Instructor for the School of Trades before taking the position of a Faculty Development Coach. Lynn has a B. Math and B.Ed. and is currently working on her M.Ed. in Educational Administration.
Extending Impact Beyond the Classroom – Engaging Community Partners as Students & Teachers
Presenter: Nouman Ashraf (He/ Him/ His)
Assistant Professor, Teaching Stream
Director, Equity, Diversity & Inclusion
Teaching Fellow, Gender + The Economy
Rotman School of Management
Associate, Trinity College
Senior Fellow Ereritus, Massey College
University of Toronto
Twitter: @snoumanashraf
Instagram: @profnoumanashraf
Presenter Bio: Nouman Ashraf is an Assistant Professor, Teaching Stream within the Organizational Behavior area at the Rotman School of Management.
He possesses a broad range of professional, academic and research interests, with a specialized focus on enabling inclusive and innovative practices within teams, organizations and boards. For the last decade and a half, he has held progressively senior roles at the University of Toronto, including most recently as the Director of Equity, Diversity & Inclusion the Rotman School of Management.
He is a recognized thought leader in governance and has taught thousands of directors in the national Rotman program on Not for Profit Governance in partnership with the Institute for Corporate Directors since its inception in 2007.
Nouman serves as Teaching Fellow at the Institute for Gender + the Economy. He is also an Associate at Trinity College within the University of Toronto and an Affiliated Faculty Member at the University of Toronto School of Cities.
At lunch time, he can be found at Massey College within the University of Toronto, where he mentors exceptional post-graduate students in his capacity as Senior Fellow Emeritus.
Breaking Down Traditional Hierarchies through Student Partnerships within a Centre for Teaching and Learning: Implications for Practice.
Presenters:
- Elizabeth Ismail
- Bio: Elizabeth Ismail is one of the Coordinators for the GATA Network and a PhD Candidate in the Argumentation Studies program at the University of Windsor. Her research is focused on critical thinking and argument education.
- University of Windsor
- ismaile@uwindsor.ca
- Laura Chittle
- Bio: Laura Chittle is a learning specialist in the Centre for Teaching and Learning at the University of Windsor, where her research currently focuses on student partnerships and curriculum development.
- University of Windsor
- chittlel@uwindsor.ca
- Jade Roy
- Bio: Jade Roy is a student researcher at Western University, and a recent graduate of her Bachelor of Education program at this institution. She is currently an Occasional Teacher within the Thames Valley District School Board. Her research focuses on student partnerships, teacher candidates, maker education, and mathematics. She began this project, on student partnerships, while completing her B.A.at the University of Windsor.
- Western University
- jroy66@uwo.ca
- Twitter: @jade_edu
- Erika Kustra
- Bio: Dr. Erika Kustra is the Director of the Centre for Teaching and Learning at the University of Windsor, Associate Professor, Department of Psychology, and Past-Chair of the Canadian Educational Developers Caucus (EDC). She has been an educational developer for over 20 years, with research interests and publications on scholarly teaching, assessing the impact of centres, educational leadership, students as partners, teaching culture and Indigenizing curriculum.
- University of Windsor
- kustraed@uwindsor.ca
- Twitter: @ErikaKustra
TEACHING WITH TECHNOLOGY
Planting a SEED for innovation: the Schulich Educational Enhancement Division (SEED) as a model for technology-integrated learning
The Virtual Mystery Web-tool: Online hybridized Problem-based Learning
Sherry Fukuzawa, Assistant Professor Teaching Stream & Associate Chair, Department of Anthropology, University of Toronto Mississauga, s.fukuzawa@utoronto.ca.
Sherry focuses on technological innovations in teaching and community-engaged learning. She has presented at several conferences and published widely on the virtual mystery project and technological use in problem-based learning. Sherry is particularly passionate about inclusive education through the acceptance of different ways of knowing in the Academy.
Sarah Ranlett, PhD Candidate, Department of Anthropology, University of Toronto, STG, sarah.ranlett@mail.utoronto.ca
Sarah researches human-material interactions during the Upper Palaeolithic in Southwest France, particularly as they relate to collection behavior and the production of symbolic objects. She is also interested in pedagogical approaches to object-based learning in an increasingly immaterial / virtual world.
Emma Yasui, PhD Candidate, Department of Anthropology, University of Toronto Mississauga, emma.yasui@mail.utoronto.ca.
Emma focuses on pre-agricultural food practices and plant use in southern Hokkaido, Japan. She is also interested in how the past is represented in pop culture, and how these forms of media can be used to teach history, archaeology, and critical thinking skills.
The Virtual Mystery Web-tool is an open educational resource engaging students in online hybridized problem-based learning case studies with weekly clues and images. The web-tool was developed by computer science and anthropology students to implement small group problem-solving exercises in a large course without incurring added resources. The positive student evaluations of the web-tool reflect the practical nature of the case scenarios, the close alignment of the clues to course material, and user-friendly guided prompts embedded in the clues. Student engagement is expressed with autonomy and competence as students direct and create their own knowledge through the application of theoretical learning in a practical context. This presentation will give a demonstration of the Virtual Mystery Web-tool to show the applicability of the web-tool across disciplines.
The Digital Detox: One Strategy for Establishing a More Ethical Relationship to Educational Technologies on Campus
Presenter:
Dr. Brenna Clarke Gray
Coordinator, Educational Technologies
Thompson Rivers University
Email: bgray@tru.ca
Twitter: @brennacgray
Digital Detox resource: http://digitaldetox.trubox.ca
Bio Note: Brenna Clarke Gray (she/her/hers) is coordinator of educational technologies at Thompson Rivers University in Kamloops, British Columbia. Her research interests include the history and future of open tenure processes, the role of care and care work in the practice of educational technology, and scholarly podcasting. Prior to her transition to faculty support, she spent nine years as a community college English professor and comics scholar. She holds a PhD in Canadian literature from the University of New Brunswick. Outside of the academy’s walls, you can find Brenna on Twitter: @brennacgray.
Embedding Digital Fluency in Your Courses: Strategies for Moving from Theory to Practice.
Author/Presenter: Michael Wells, Ph.D., Humber College ITAL, mike.wells@humber.ca
Main Handout for the session:
Video Description: Digital fluency is increasingly seen as an essential skillset for graduates’ employability and for their citizenship, but while there is consensus about the need for students to be more digitally fluent, there is less consensus about what digitally fluency is or about how to teach it. This session will provide a working definition of what digital fluency is and also provide participants with an approach to teaching a digital fluency skill that can be embedded into many courses. Drawing on frameworks by various governmental and non-governmental organizations, as well as current scholarship on teaching digital literacy (Ng, 2012; Caufiled, 2017), the session will begin with an explanation of the specific digital fluency framework that was developed at Humber College ITAL. Then, I will explain how I used the framework to come up with ways to add digital fluency to my first-semester reading and writing course.
Bibliography: Caufiled, M. (2017). Web Literacy for Student Fact-Checkers. Toronto, ON: eCampus Ontario. Available from https://ecampusontario.pressbooks.pub/webliteracycaulfield/
Kluzer, S. & Pujol Priego L. (2018). DigComp into Action – Get inspired, make it happen. S. Carretero, Y. Punie, R. Vuorikari, M. Cabrera, and O’Keefe, W. (Eds.). JRC Science for Policy Report, EUR 29115 EN, Publications Office of the European Union, Luxembourg, 2018. https://doi.org/10.2760/112945
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
Reyna, J., Hanham, J. & Meier, P. (2018). A framework for digital media literacies for teaching and learning in higher education. E-Learning and Digital Media, 15(4), 176–190. https://doi.org/10.1177/2042753018784952
Informatiser le plan de cours: Repenser les interactions au niveaux du cours, du programme et de l’institution / Computerizing the syllabus: Rethinking interactions at the course, program and institutional levels
An exploratory investigation of the effectiveness of the True Sport Clean anti-doping online education program among U SPORTS athletes
Authors:
Dr. Michael Van Bussel, Ph.D., Assistant Professor, Department of Sport Management, Brock University, St. Catharines, ON
Michael Van Bussel has over 18 years of academic, administrative, and service experience in Sport Management. His educational background includes a PhD focusing on Sport Law and Policy Studies from Western University. He held faculty positions at Jacksonville University, and Wilfrid Laurier University in the field of Sport Management. He has won awards in teaching and coaching and was named OUA (USPORT) Provincial Coach of the Year on two separate occasions with the Western University Women’s Soccer Program. His research interests include: Sport law, Risk Management, Governance and Policy, and Coach/Athlete Communication.
and
Dr. Kirsty K. Spence, Ph.D., Associate Dean Teaching & Undergraduate Studies, Faculty of Applied Health Sciences, Brock University, St. Catharines, ON
Kirsty is interested in a student-centred approach in both her teaching and research endeavours. Her teaching and research expertise extends to organizational behaviour and leadership topics, with specific interest and passion related to leaders’ development and the processes that promote such development (e.g., experiential learning, mindfulness, leadership coaching).
Principle Author’s Contact Information:
Michael Van Bussel, Ph.D., Assistant Professor
Department of Sport Management, Brock University
Academic South Block, Office STH360
1812 Sir Isaac Brock Way, St. Catharines, Ontario, L2S 3A1, Canada
Email: mvanbussel@brocku.ca
Examining the Use of Twitter in the Online Classroom: Can Twitter Improve Interaction and Engagement in Distance Education Classrooms?
Presenter: Laura Squires, Memorial University of Newfoundland and Labrador, Department of Sociology, les162@mun.ca, @MUNles162
Authors: Linda E. Rohr, Laura Squires & Adrienne Peters
Linda E. Rohr, Memorial University of Newfoundland and Labrador, School of Human Kinetics and Recreation, lerohr@mun.ca, @HKRdeanMemorial
Adrienne Peters, Memorial University of Newfoundland and Labrador, Department of Sociology, apeters@mun.ca, @APetersMUN
Bio: Linda Rohr is Dean of the School of Human Kinetics and Recreation at Memorial University of Newfoundland & Labrador. Laura Squires is a graduate student and per-term instructor at Memorial University of Newfoundland and Labrador. Adrienne Peters is an assistant professor in the department of Sociology and coordinator of the Police Studies program at Memorial University of Newfoundland and Labrador. For the past 2 years, the authors have been researching topics like media literacy, interaction/engagement in the online classroom and media health ethics, among others.
Using Video Feedback to Promote Learning: Perspectives of Students and Instructor
Brandon M. Sabourin
Sessional Instructor and PhD Candidate,
Faculty of Education
University of Windsor
Educational Developer
Centre for Learning and Program Excellence
Red River College
@MrSabourin (twitter)
Bio: Brandon is a sessional instructor an PhD student at the University of Windsor. He is completing a PhD in Educational Studies and is researching sessional and part-time instructors’ educational development needs in relation to their approaches to teaching. Brandon is also an educational developer in the Centre for Learning and Program Excellence at Red River College in Winnipeg, Manitoba.
Brandon actively collaborates with educational developers across Canada through the Educational Developer’s Caucus (EDC) and Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group of STLHE. He is interested in developing effective feedback practices and supporting the scholarship of teaching and learning (SoTL).
GRADUATE STUDENT/TEACHING ASSISTANT EXPERIENCES
Celebrating diversity among Teachers Assistants: experiences of TA’s with disabilities
Presenter: Dr. Jenni Hayman, Chair, Teaching and Learning, Cambrian College
Email: jenni.hayman@cambriancollege.ca
Twitter: @jennihayman
Biography: Dr. Jenni Hayman is currently the Chair, Teaching and Learning at Cambrian College. She has spent her time the last 15 years exploring research and practice in open and online teaching and learning with regional, national, and global colleagues. She has collaborated on several teams as an Instructional Designer at Ryerson University, Arizona State University, Great Plains College, and University of Guelph. From 2017 – 2018 Jenni was a Program Manager for eCampusOntario. As part of the Cambrian College team since 2019, Jenni has supported and led the highly regarded Teaching and Learning Innovation Hub team.
Video Description: In this 10-minute video, Dr. Jenni Hayman will introduce you to the Sustainable Development Goals (SDGs) in the context of post-secondary curriculum design. The purpose of the SDGs will be described and some examples of their value for post-secondary teaching and learning will be shared. The video is best explored using the following links as additional content and an activity originally proposed to be the presentation delivery model. The following links will provide you with more information about an opportunity to build and share SDG assignments: Link to SDG Activity Guide and a link to a folder with some additional materials for promoting and using the SDGs in your work.
Developing Educational Leaders: The Case of Teaching Assistants
PRESENTERS:
- Laura Chittle
- Bio: Laura Chittle is a learning specialist in the Centre for Teaching and Learning at the University of Windsor, where her research currently focuses on student partnerships and curriculum development.
- University of Windsor
- chittlel@uwindsor.ca
- Elizabeth Ismail
- Bio: Elizabeth Ismail is one of the Coordinators for the GATA Network and a PhD Candidate in the Argumentation Studies program at the University of Windsor. Her research is focused on critical thinking and argument education.
- University of Windsor
- ismaile@uwindsor.ca
Adapting the 2015 TAGSA Framework for Teaching Assistant (TA) Competency Development for Teaching Assistant Orientation
Presenters: Dr. Lisa Fedoruk Lisa.fedoruk@ucalgary.ca
Dr. Kimberley A. Grant grantka@ucalgary.ca
Taylor Institute for Teaching and Learning
University of Calgary
https://taylorinstitute.ucalgary.ca/resources/module/teaching-assistant-orientation
Bios: Lisa Fedoruk, PhD developed her expertise in teaching and learning in higher education in multiple Canadian and international contexts. Her current work focuses on ethics and the Scholarship of Teaching and Learning (SoTL), and she is a key collaborator on the redevelopment of the Graduate Student Teaching Development Framework.
Kimberley A. Grant, PhD is an Educational Development Consultant at the University of Calgary’s Taylor Institute for Teaching and Learning. She supports curriculum review and development and leads the Academic Staff Certificate in University Teaching and Learning. Her current research focuses on partnering with graduate students in educational development activities.
Video description: In this video, we describe our framework for teaching assistant competency development, adapted from the 2015 TAGSA Framework for Teaching Assistant (TA) Competency Development. We initially adapted this framework for our institutional context and then used it to create an online, open access learning module for teaching assistant orientation during the pandemic (see https://taylorinstitute.ucalgary.ca/resources/module/teaching-assistant-orientation). We explain the four quadrants in our framework and encourage others to continue to adapt this model for their own needs and contexts.
Helping Graduate Nursing Students Analyze Healthcare Websites for Readability and Appropriateness
Appropriateness
Tracy P. George, DNP, APRN-BC, CNE & Claire DeCristofaro, MD
Authors’ Affiliations: Associate Professor (Dr. George: Email: tgeorge@fmarion.edu), School of Health Sciences, Francis Marion University, Florence, SC; Clinical Assistant Professor (Dr. DeCristofaro: Email: decristc@musc.edu), College of Nursing, Medical University of South Carolina Charleston, SC
Tracy George, DNP, APRN-BC, CNE, is an associate professor of nursing at Francis Marion University and teaches undergraduate and graduate nursing courses. She graduated from Davidson College with a Bachelor of Science in Biology and then completed her undergraduate nursing coursework as well as a Master of Science in Nursing from Vanderbilt University School of Nursing. Her DNP was from the Medical University of South Carolina, and she is a nurse practitioner in the free clinic setting. She has published and presented on clinical topics, served as a federal grant reviewer, and led research in the scholarship of teaching and learning.
Claire DeCristofaro, MD is a graduate of Hunter College of CUNY and Albert Einstein Medical School, both in New York City. Her family practice has been in both urban and rural sites in New York City, Tennessee and South Carolina. She is a Clinical Assistant Professor at the Medical University of SC (Charleston, SC, USA) and a Distance Educator at Resurrection University (Chicago, IL, USA). Other professional activities include serving as a federal grant reviewer for the Substance Abuse and Mental Health Services Administration (SAMHSA) and a continuing education author. As university faculty, she has taught in multiple graduate and undergraduate healthcare and behavioral health programs for APRNs, physicians, pharmacists and physician assistants on a wide variety of topics, including her courses on controlled substance prescribing and other clinical topics. Her scholarship has included publications and conference presentations on healthcare topics as well as the scholarship of teaching and learning.
VIDEO DESCRIPTION:
Session Description: This describes the importance of Digital Healthcare Literacy for healthcare students, and includes a learning activity in a graduate nursing program. Upon graduation, our students will be clinical nurse practitioners, mostly community based, and this learning activity helps support their ability to provide guidance to future patients. Students analyze national healthcare websites for readability, design, layout, cultural sensitivity, and appropriateness for a rural, low-health literacy population, better preparing students to educate patients in digital health literacy. Knowledge construction using such a teaching and learning strategy is based on the conceptual framework of Activity Theory (AT), a descriptive framework which involves contexts and activities in mediating health knowledge in the information society. Participants can translate this approach to other disciplines that require the analysis and use of internet-based resources. The presentation will emphasize the importance of this topic in curricular strategies in graduate healthcare education, since low health literacy is associated with health disparities.
Background: Digital healthcare literacy is important, since deficits are associated with health disparities. Health literacy involves the ability to find, understand, and utilize health information to support appropriate health decisions. Millions use the internet daily to research health-related topics, especially those with chronic diseases. Unfortunately, the majority have difficulty understanding health information if it is unfamiliar or contains medical terms, and additional concerns include provision of incorrect information to patients as well as the readability level of some consumer patient education websites.
Challenges in academic writing and needed support: Perspectives of doctoral students and their supervisors at Queen’s University
1. Shikha Gupta, PhD | School of Rehabilitation Therapy, Queen’s University | shikha.gupta@queensu.ca |
Social Media: Twitter: @shikhaguptaot
2. Atul Jaiswal, PhD | Former International Students’ Affairs Commissioner, Society for Graduate and Professional Students, Queen’s University | atul.jaiswal@queensu.ca | @atuljais111
3. Jyoti Kotecha, MPA | Associate Director, Research & Business Development, Beaty Water Research Centre, Queen’s University; Former Director, Queen’s University International Centre, Queen’s University | kotechaj@queensu.ca | @KotechaJyoti
Video Description: Through this 12-minute short video, we present the findings of our work conducted at the Queen’s University to explore academic writing challenges faced by graduate students who have English as an additional language and their faculty supervisors. The study was conducted using a mixed-method approach, wherein data was collected from students and supervisors using online survey and focus group discussions or interviews. Around 114 students and 31 faculty members across different departments of the university participated in the study. The students chose writing process and content/ideas as their highest rated areas of difficulty whereas for faculty members, grammar and logical organization were the two most common areas where EAL students need improvement. The faculty supervisors expressed the need to have resources external to themselves in terms of academic writing support, so that they have more time to focus on technical content of the student’s writing. Overall findings suggest that academic writing should be integrated into the formal training of graduate students right from the beginning.
Speaker’s bio: Shikha is a post-doctoral researcher at University of Montreal, Quebec, Canada and recently completed her PhD in Rehabilitation Science from Queen’s University. Shikha is a gold medalist and received her graduate degree in Health Administration and from India. Shikha is passionate about research and has worked on over 10 research projects across various disciplines and schools at Queen’s University. During her graduate studies, Shikha had been actively involved to voice the concerns of graduate international students and support the initiatives on campus that promote graduate student’s well-being and academic success. She represented graduate students at several of the university’s working groups such as Working Group on Graduate Student Success and International Graduate Student Funding 2019-20. Shikha is interested in career in education and teaching at a post-graduate level, and recently finished teaching a research methods course to a class of over 100 students in the capacity of Adjunct Professor at Queen’s University.
SOTL AND RESEARCH
A new decade of change in postsecondary education: a research project exploring the impact and importance of informal educational leadership
Natasha Kenny, PhD
Senior Director, Taylor Institute for Teaching and Learning
Twitter: @natashakenny
Bio: Natasha Kenny holds a PhD in Land Resource Science and is Senior Director of the University of Calgary’s Taylor Institute for Teaching and Learning (TI). In her role, Natasha leads and collaborates with colleagues across the TI and university to strengthen teaching and learning practices, cultures and communities. In 2018, she was awarded the Educational Developers Caucus of Canada Distinguished Educational Development Career Award for helping to advance the field of educational development locally and nationally. Her research interests relate to educational leadership, well-being in higher education, the scholarship and practice of educational development, and the scholarship of teaching and learning (SoTL).
Jacqueline Fields, MBA PhD
Lecturer, University of Regina
Email: jacqueline.fields@uregina.ca
Bio: Jacqueline Fields holds a PhD in Social Work from the University of Calgary (UC) and an MBA from the University of Surrey, United Kingdom. She was recently appointed Lecturer in the Faculty of Social Work at the University of Regina (UR), and in her current role, she is responsible for delivering online and blended instruction across a range of undergraduate and graduate social work courses; and tasked with developing a mentorship program for Sessional Instructors. Prior to her appointment at the UR, Jacqueline was a Social Work Instructor at the UC and a Research Consultant at the Taylor Institute for Teaching and Learning. Her research interests are collaborative leadership, educational leadership, mentorship and peer support in higher education, anti-racist social work, and social policy development.
Video Description: Little research has focussed on building educational leadership capacity, especially for informal leaders (i.e. those that may not hold a formal leadership title or position). We used a qualitative case study design (to explore educational leadership in the context of a 3-year pilot educational development program at a large, research-intensive university. Findings indicated that the program had affected change across multiple levels, including the participants’ learning and growth, as well as broader changes in teaching practices and cultures. The program also extended interdisciplinary collaborations, and resulted in 63 presentations, 21 peer-reviewed publications, 26 teaching and learning workshops/events, and 15 additional research collaborations. In this video presentation, we more fully present our study and its implications for the design and implementation of programs that foster educational leadership to influence teaching and learning cultures, communities and practices across multiple levels.
Broadening our Understanding by Writing Collaboratively Across Disciplinary Boundaries
Full list of presenters:
Isabelle Barrette-Ng, PhD
Professor and Head
Integrative Biology
Faculty of Science
University of Windsor
@ibarrette_ng
Mayi Arcellana-Panlilio, PhD
Senior Instructor
Department of Biochemistry and Molecular Biology
Cumming School of Medicine
University of Calgary
@myarcell
Tracey Clancy, MN, RN
Senior Instructor
Assistant Dean, Faculty Development
Faculty of Nursing
University of Calgary
@tracey_clancy
Patti Dyjur, PhD
Academic Lead, Learning Technology & Design
Taylor Institute for Teaching and Learning
University of Calgary
Rod Squance, DMA
Senior Instructor and Division Chair (Music)
School of Creative and Performing Arts
University of Calgary
Video description:
In this session, we reflect on the process of coming together as a diverse group of academics and staff to write a guide on mentorship in teaching for our institution. We first convey the philosophy and principles used to guide our work. Next, we outline the process we used to write the guide, including appointing leads, frequency and timing of group writing sessions, gathering testimonials, process for peer feedback, revising drafts, and publishing the guide. We then discuss our perceived benefits of the collaborative writing process, such as reflecting on our own mentor and mentee relationships while expanding our understanding of them during discussion with others (Lock, Kjorlien, Tweedie, Dressler, Eaton & Spring, 2019). We also outline some of the challenges we experienced using this process. Finally, we present lessons learned and offer recommendations for other groups who are considering such a process.
By the end of the session, participants will have the opportunity to:
- Learn about one process used to successfully bring together a diverse group of people around a common task
- Identify potential hurdles in a group writing project and how they might be addressed
CURRICULUM
Transformative Curriculum Design through OER Creation
Important Links for the session:
Link to the OER: https://cricket.trubox.ca/
Link to the scavenger hunt activity (win a prize!): https://www.surveymonkey.ca/r/crickethunt
Speakers (in order in which they appear in the video):
Catharine Dishke Hondzel, Director, Centre for Excellence in Learning and Teaching, Thompson Rivers University, cdishke@tru.ca
Carolyn Ives, Coordinator, Learning and Faculty Development, Centre for Excellence in Learning and Teaching, Thompson Rivers University, cives@tru.ca, Twitter: @CarolynIves
Matthew Stranach, Coordinator, Educational Technologies, Learning Technology and Innovation, Thompson Rivers University, mstranach@tru.ca
Marie Bartlett, Instructional Designer, Learning Design and Innovations, Thompson Rivers University, mbartlett@tru.ca
Brenna Clarke Gray, Coordinator, Educational Technologies, Learning Technology and Innovation, Thompson Rivers University, bgray@tru.ca, Twitter: @brennacgray
Speaker Biographies:
Catharine Dishke Hondzel (she/her) joined TRU as the Director of the Centre for Excellence in Learning and Teaching at Thompson Rivers University in 2017. She holds a PhD in educational psychology (Western University) and an MA in applied social psychology (Windsor). Her work as an educational developer centres on appreciative faculty development, undergraduate research, experiential learning and the scholarship of teaching and learning. Catharine’s research projects have examined the role of teaching and the environment in fostering creativity, well-being, trades training, and examining faculty and student perceptions of teaching cultures at research-intensive universities.
Matthew Stranach, Ed.D (he/him) is Coordinator, Educational Technologies with Thompson Rivers University’s Learning Technology and Innovations group. An educator for more than 15 years, his academic and professional interests include the Community of Inquiry (CoI) model, faculty development, and teaching and learning in face-to-face, blended, and fully online modalities. He blogs about e-Learning weekly at: http://mondaysandfridays.trubox.ca/
Marie Bartlett As an Instructional Designer at Thompson Rivers University—Open Learning, Marie is dedicated to creating educational experiences that inspire and engage learners. She looks for opportunities to highlight active learning and creativity in her course design, and uses innovative pedagogical approaches to best utilize online environments for learning and teaching. Marie grew up in the Czech Republic, where she started teaching high school level English as a Second Language, Studio Drawing, and History of Architecture. Her curiosity and sense of adventure took her to study, live, and work in the United States and Canada. In 2006, Marie moved from face-to-face educational settings to work in distance education, which has been her passion ever since. Marie’s educational background is in Learning and Technology (MA, Royal Roads University), and Art History and English Literature (BA honours, University of Victoria).
Brenna Clarke Gray (she/her/hers) is the coordinator of educational technologies at Thompson Rivers University in Kamloops, British Columbia. Her research interests include the history and future of open tenure processes, the role of care and care work in the practice of educational technology, and scholarly podcasting. Prior to her transition to faculty support, she spent nine years as a community college English professor and comics scholar. She holds a PhD in Canadian literature from the University of New Brunswick. Outside of the academy’s walls, you can find Brenna on Twitter: @brennacgray.
Carolyn Ives (she/her/hers) is the Coordinator, Learning and Faculty Development at Thompson Rivers University (TRU). She is a former faculty member in English at MacEwan University and at TRU. She has also held previous roles as Academic Integrity Officer, Curriculum Planning and Development Coordinator, and Interim Director of the Centre for the Advancement of Faculty Excellence at MacEwan. Her professional interests include curricular integration of sustainability, diversity, and academic integrity; peer review; outcomes creation and assessment; the scholarship of teaching and learning (SoTL); and Prior Learning Assessment and Recognition (PLAR).
Celebrating 40 Years and Driving the Next 10: SDGs as Curriculum in Higher Education
Presenter: Dr. Jenni Hayman, Chair, Teaching and Learning, Cambrian College
Email: jenni.hayman@cambriancollege.ca
Twitter: @jennihayman
Bio: Dr. Jenni Hayman is currently the Chair, Teaching and Learning at Cambrian College. She has spent her time the last 15 years exploring research and practice in open and online teaching and learning with regional, national, and global colleagues. She has collaborated on several teams as an Instructional Designer at Ryerson University, Arizona State University, Great Plains College, and University of Guelph. From 2017 – 2018 Jenni was a Program Manager for eCampusOntario. As part of the Cambrian College team since 2019, Jenni has supported and led the highly regarded Teaching and Learning Innovation Hub team.
Video Description: In this 10-minute video, Dr. Jenni Hayman will introduce you to the Sustainable Development Goals (SDGs) in the context of post-secondary curriculum design. The purpose of the SDGs will be described and some examples of their value for post-secondary teaching and learning will be shared. The video is best explored using the following links as additional content and an activity originally proposed to be the presentation delivery model. The following links will provide you with more information about an opportunity to build and share SDG assignments: Link to SDG Activity Guide and a link to a folder with some additional materials for promoting and using the SDGs in your work.
Un français sur mesure pour des étudiants non francophones dans un programme de premier cycle en français
Marie-Claude Dansereau
ILOB, Université d’Ottawa, Canada
Communication
Inspirés des théories sous-jacentes aux méthodes Français sur objectifs spécifiques (FOS), Français sur objectifs universitaires (FOU) et Content Based Approach, des cours de langue ont été pensés et mis en place pour répondre aux besoins d’étudiants non-francophones en première année d’un programme de premier cycle universitaire suivi dans leur langue seconde.
Cette communication présentera comment un encadrement linguistique structuré et l’enseignement de stratégies métacognitives permettent de développer une plus grande conscience métacognitive face à la langue seconde, mais surtout comment la démarche pédagogique proposée prépare les étudiants à la poursuite de leur étude en français et à acquérir une langue à des fins professionnelles.
Biographie : Marie-Claude Dansereau est coordonnatrice du B.A. en Didactique des langues secondes et professeure de langue à l’Institut des langues officielles et du bilinguisme de l’Université d’Ottawa. Au cours des quinze dernières années, les théories et les pratiques relatives à l’immersion dans le contexte postsecondaire ont guidé sa recherche et sa démarche pédagogique en salle de classe. Elle a aussi publié deux recueils d’activités et un guide pédagogique pour les professeurs qui enseignent en immersion dans le contexte postsecondaire.
Comics in First Year Linear Algebra
Presenter: Amanda Garcia
Lecturer, Digital Assets Group, University of Waterloo
amanda.garcia@uwaterloo.ca
Presenter: Giuseppe Sellaroli
PSI Fellow, Perimeter Institute for Theoretical Physics
gsellaroli@perimeterinstitute.ca
Dan Wolczuk
Lecturer, Mathematics Undergraduate Group, University of Waterloo
dan@wolczuk.ca
Joslin Goh
Associate Director – Statistical Consulting Centre, University of Waterloo
Speaker Bios: Amanda Garcia earned her MMath and PhD (Systems Design Engineering) at the University of Waterloo. She is currently a member of the Digital Assets Group in the Mathematics Undergraduate Office. Amanda’s current work on digital asset development is focused on linear algebra and calculus courses. She is passionate about teaching and is eagerly exploring the possibilities offered by online learning. In her spare time, Amanda enjoys knitting and reading.
Giuseppe Sellaroli earned his PhD in Applied Mathematics at the University of Waterloo. He is currently a PSI Fellow at Perimeter Instutute for Theoretical Physics, where as part of the Academic Programs department is involved with teaching and coordinating graduate courses.
An Open Education Journey: Connecting Student Affordability with Pedagogical Enhancement.
Dr. Clayton Smith
Associate Professor, Faculty of Education
University of Windsor
Leonard & Dorothy Neal Education Building (Room 3341)
401 Sunset Avenue
Windsor, ON N9B 3P4
Telephone: 519-253-3000, ext. 3802
Email: Clayton.Smith@uwindsor.ca
Twitter – @LancerClayton; LinkedIn: www.linkedin.com/in/dr-clayton-smith
Carson Babich
Alumni, University of Windsor
Email: babichc@uwindsor.ca
Mark Lubrick
Learning Specialist, Office of Open Learning
University of Windsor
CEI (E.D. Lumley Centre for Engineering Innovation, 700 California Ave, upstairs, room 2250)
Phone: 519-253-3000 Ext 6867
Email: mlubrick@uwindsor.ca
Twitter: @Mark_Lubrick
Biographies: Dr. Clayton Smith is an associate professor at the University of Windsor in the Faculty of Education. Dr. Smith has spent more than 30 years engaged in higher education administration at four post-secondary educational institutions in Canada and the U.S. and now teaches educational research, educational leadership and policy, and organizational learning and teaching. His research interests include teaching culturally and linguistically-diverse international students in open and online learning environments, use of Open Educational Resources to enhance interdisciplinary and deep learning, mentoring of teacher candidates within faculties of education, and critical analysis of Strategic Enrolment Management in Canada.
Carson Babich is a research assistant at the University of Windsor, he recently completed his M.Ed. in educational administration with research focusing on the interdisciplinarity of college and university professors. In addition to his academics, he has been published in online news journals such as Foreign Policy News out of Washington D.C. and Merion West out of Philadelphia, Pennsylvania. He also has a book available: The Interdisciplinarity Reformation: A Reflection of Learning, Life, and Society available at Amazon.
Mark Lubrick is an Online Learning Specialist within the Office of Open Learning. He is a University of Windsor alumnus with a bachelor’s and master’s degree in Physics, as well as a bachelor of Education. Mark loves teaching and believes that online learning provides exciting opportunities for students and faculty alike. Prior to moving to the Office of Open Learning, Mark worked as a sessional instructor for the Department of Physics. He has taught courses ranging in size from 30 students up to around 950 students, and has enjoyed every class. He also developed and taught online versions of some of those courses.
Postsecondary educational institutions have a moral duty to provide educational resources without burdening students financially (Farrow, 2016). The financial burden of one or multiple textbooks can produce a great deal of stress on students. We share how one medium-sized public university created an Open Education Resource (OER) to help students achieve course learning objectives while alleviating the financial burden associated with textbook purchases. This presentation will discuss the dual impacts on student affordability and pedagogical enhancement by explaining our OER journey. We will discuss the benefits of a team approach to OER development and how that allowed a graduate student to lead the project.
Exploring the usefulness of a single-point rubric in Interprofessional Education
The list of authors’ information:
Ms. Iris Chao is a research assistant in the Department of Occupational Therapy, University of Alberta, Edmonton, AB, Canada.
Dr. Sharla King is an Associate Professor in the Department of Educational Psychology and Program Director for the Master of Education in Health Sciences Education program, University of Alberta, Edmonton, AB, Canada.
Dr. Chad Gotch is an Assistant Professor in the Department of Kinesiology and Educational Psychology, Washington State University, Pullman, WA.
Dr. Mary Roduta Roberts is an Associate Professor in the Department of Occupational Therapy, University of Alberta, Edmonton, AB, Canada.
Bio for the speaker: Ms. Iris Chao is the speaker in this session. She earned a bachelor’s degree of Occupational Therapy and a Master of Science degree in Rehabilitation Medicine. Iris worked as an occupational therapist and is currently working as a research assistant in the Department of Occupational Therapy, University of Alberta. Her research interests are in the areas of measurement and assessment. Because assessments such as high-stake educational testing and psychometrics play a key role in decision making about individuals, measurement properties must be well understood to ensure whether the assessments are supported by satisfactory evidence to justify use. As an occupational therapist working in a team environment, she recognizes the importance of IP learning to enhance the collaborative quality of client care. Thus, she is passionate about conducting this study to obtain the research skills of a measurement design and to understand how students carry the IP learning experience into their future learning and practice.
Video description: This video describes what a single-point rubric looks like, how to use it in interprofessional assessments, and the advantages and disadvantages of using it. A single-point rubric contains the expected performance criteria and a separated area to construct narrative feedback regarding the pros and cons of performance. The intended use of the rubric was to provide formative feedback to students and enhance learning and teaching. Four single-point rubrics were developed and evaluated in a large-scale foundational course and an elective course. Kane’s validity framework guided the validation process. Validity evidence collected included data from stakeholder surveys, interviews, and completed single-point rubrics. We collected 66 surveys and interviewed 10 participants and reviewed a total of 219 single-point rubrics. The facilitators could use the single-point rubric to provide structured and potentially helpful feedback. The students agreed with the feedback received and could identify performance strengths and weaknesses. However, some facilitators did not provide suggestions for improvement to students, which is one of the principles of using the rubric. With suggestions from the facilitators and students’ engagement with the feedback, students could utilize the directions for improvement in future IP learning. We believe that the single-point rubric has the potential to help construct helpful narrative feedback to students, and students could use the feedback to support future learning.
Le Musée universitaire (MAUM): Lieu de formation académique et humaine via une approche écosystémique expérientielle
Présentatrice
Selma Zaiane-Ghalia (féminin)
Professeure agrégée
École de kinésiologie et de loisir, Université de Moncton,
Nouveau-Brunswick, Canada.
Email : selma.zaiane-ghalia@umoncton.ca
LinkedIn : https://ca.linkedin.com/in/selma-zaiane-ghalia-23304b29/en
Petite note biographique : Selma Zaiane-Ghalia est professeure agrégée à l’école de kinésiologie et de loisir (EKL), Université de Moncton, Nouveau-Brunswick. Elle enseigne depuis 2011 divers cours en matière de loisir et de culture, après avoir immigré de Tunisie (2020). Titulaire d’un Doctorat en Lettres et Sciences Humaines, option « Géographie physique et humaine, aménagement, urbanisme », Université Aix Marseille I (2002). Sa recherche sur le tourisme et les loisirs dans les parcs nationaux tunisiens, publiée en 2004, a obtenu le prix Zoubeida B’chir (2005). Elle possède un diplôme d’études approfondies en espaces méditerranéens et relations Nord-Sud de l’Université Aix Marseille I (1996), un diplôme d’études supérieures spécialisées en Gestion Hôtelière et Touristique, Université de Carthage, Institut des Hautes Études Commerciales, Tunisie (1992), et une maîtrise en Marketing (1990), Université de Tunis, Institut Supérieur de Gestion.
Elle a enseigné (1997-2010) plusieurs cours en Tunisie, portant sur la gestion et la valorisation du patrimoine naturelle et culturel à travers le tourisme durable, équitable, solidaire et respectueux. Elle est engagée dans le domaine associatif pour la protection de l’environnement et la valorisation des richesses patrimoniales, auprès de plusieurs organismes professionnels dont le Conseil international des musées (ICOM) et le conseil international des monuments et des sites (ICOMOS).
Résumé vidéo : Le Musée Acadien de l’Université de Moncton (MAUM) est gratuit pour toute personne étudiante, pourtant il reste sous-visité. J’ai décidé d’y amener les personnes inscrites au cours ‘Loisir et culture’. C’est un cours optionnel qui gagne en popularité au point que le quota maximum fixé à 20 places est dépassé avec 31 inscriptions acceptées en 2019. La communication présente le processus pédagogique mis en place qui comporte un travail approfondi sur les musées via le MAUM. En plus d’une exposition permanente, qui présente l’histoire acadienne, le grand dérangement, le musée organise des expositions temporaires. Je présente comment cet espace culturel est valorisé dans le cadre des activités pédagogiques du cours en mettant l’accent sur les bénéfices retirés par les personnes étudiantes et l’impact identitaire sur certains jeunes acadiens et internationaux, leur nouveau regard sur la richesse du patrimoine culturel et leurs commentaires. Le Musée Acadien offre une grande variété de situations d’apprentissage autour desquelles des activités pédagogiques peuvent être organisées, comme : muséographie, œuvres exposées, gestion des collections, les réserves, communication, promotion (communiqués de presse, site web, Facebook, twitter, etc.), partenariats externes (prêt d’œuvres, travaux de recherche, exposition itinérantes).
EDUCATIONAL DEVELOPMENT
Facilitating and Advancing Excellence in Teaching and Learning in East Africa: Establishing the University of Global Health Equity’s Educational Development and Quality Centre.
Presenters:
Olivia Clarke
University of Global Health Equity
Faculty, Educational Development and Quality Centre
T: +250 787 223 694
LinkedIn – https://www.linkedin.com/in/olivia-clarke-1887181a4/
Janet Westbury
Brock University
Faculty, Applied Health Sciences
T: 905 688 5550 x4143
LinkedIn – https://www.linkedin.com/in/janetwestbury/
Bios:
Olivia Clarke Bio: Olivia Clarke has been part of the University of Global Health Equity team since 2018, first coordinating the Master of Science in Global Health Delivery program, and now as a Faculty Member in the Educational Development and Quality Center. She teaches Writing and Communications to undergraduate medical students, and Managing Global Health Delivery.
Olivia holds a Masters in International Development from the University of Birmingham, UK, exploring the development of education and healthcare systems in developing settings. Currently, Olivia is leading the development of systems at UGHE to ensure program quality and support excellence in teaching and learning. Olivia has been in Rwanda since 2013 and has worked in a variety of capacities in both education and public health, giving her a keen interest in the intersection between the role education plays in the strengthening of health systems. To further this, Olivia is currently exploring further education opportunities in Health Professions Education.
Janet Westbury Bio Janet Westbury resides in Ontario, Canada where she has built her career within the Faculty of Applied Health Sciences at Brock University.
Her diversity stems from being both an educator and a health care professional. Currently, Janet is collaborating with the University of Global Health Equity, Rwanda, where she is the lead in creating a teaching excellence centre, the first of its kind in Eastern Africa. In this role she brings over 20 years of teaching experience in higher education. Janet is fueled by building relationships; working closely with students, constantly collaborating with faculty and colleagues across the institution, all the while building community connections locally and globally.
She has also been honoured for her contributions in a myriad of leadership roles by being selected for the Governor General’s Canadian Leadership Conference 2022. Janet truly believes that with leadership comes the responsibility to take action that will create change.
Video description: This video takes participants through the development of the Educational Development and Quality Center at the University of Global Health Equity, the first of its kind at UGHE and in Rwanda. The creation of the Center, its values and mission, key focus areas, learnings and the future will all be explored, intending to give participants an insight into the process by which the Center was established. This is an excellent case study for participants to consider when developing similar Centers dedicated to facilitating excellence in teaching and learning at their own institutions, while at the same time emphasising that cross-departmental collaboration, inclusion, intentionality, a careful consideration of context and needs, and a participatory approach, are vital.
The Educational Development Interview – A process supporting professional learning about teaching practice in higher education
Authors/Presenters:
Julie A. Mooney, PhD Candidate
Educational Policy Studies, University of Alberta
Janice Miller-Young, Professor
Faculty of Engineering, University of Alberta
Author/Presenter Bios: Julie A. Mooney is a PhD candidate at the University of Alberta in the Department of Educational Policy Studies, specializing in Adult, Community, and Higher Education. At the time this study began, she served as Graduate Research Assistant at the Centre for Teaching and Learning at the University of Alberta.
Janice Miller-Young, Ph.D., P.Eng., is a Professor in Mechanical Engineering. During the development of this study, she served as Academic Director of the Centre for Teaching and Learning at the University of Alberta. Her research interests are teaching and learning in higher education, including both student and faculty learning and identity as a result of teaching development and engagement in the Scholarship of Teaching and Learning.
Video Description: Drawing on the qualitative research interview and the decoding the disciplines interview, the authors propose the Educational Development Interview is an important but understudied form of significant conversation and educational development practice. By summarizing two types of interviews from educational development literature, and describing our recent use of interviews for producing videos and podcasts about teaching practice, we contend that the Educational Development Interview can be used to: elicit reflexive practice about teaching and learning, increase academics’ self-confidence, influence their sense of identity as educators, and may increase capacity for and visibility of collegial conversations about teaching and learning.
Cooking the Course from Scratch – An Implementation Guide for Faculty Development Workshop
Presenter: Maristela Petrovic-Dzerdz, MEng BEd PBDID
Supervisor, Instructional Design
Teaching and Learning Services, Carleton University, Ottawa
maristela.petrovicdzerdz@carleton.ca
Maristela Petrovic-Dzerdz, MEng., BEd., PBDID, is a Supervisor of Instructional Design at Carleton University Teaching and Learning Services where she consults instructors and faculty members on course design, teaching, and pedagogy, and organizes educational development opportunities including workshops and programs.
As a trained teacher and instructional designer, Maristela is passionate about creating unique learning experiences that are experiential, effective, and enjoyable. She presented at numerous conferences, including STLHE and the World Conference on Online Learning. Her most recent publications were in the International Review of Research in Open and Distributed Learning (IRRODL).
Video description: Applying course design fundamentals grounded in sound pedagogy is a critical first step when creating outcome-based, student-centered learning experiences. In the three-hour workshop we describe in this presentation, participants worked collaboratively to design a learning module that includes recognition of prerequisite skills and learning outcomes aligned with both instructional strategies and assessment activities. On completion of the group activity, each group presented to all participants who, along with facilitators, provided constructive feedback on all components of the module they have designed.
Workshop satisfaction feedback from seven sessions (in-class and online) indicates the high satisfaction of the participants, who felt more confident in applying the fundamentals when designing activities for their courses, and who expressed a renewed interest in taking part in professional development opportunities as well as in collaboration with their peers and educational specialists.
With this presentation, we wanted to encourage colleagues who provide educational opportunities for faculty to create learning experiences that are effective and enjoyable and provide skills that can be immediately put into practice and where participants from different fields and with different levels of teaching experience can collaborate and exchange ideas.
Raising Engagement in Large Classes: Results from a Multidisciplinary Faculty Learning Community Study
Authors (Presenters in Bold): Dora Cavallo-Medved, David Andrews, Judy Bornais, Jacqueline Stagner, Don Bourne, Mark Lubrick, Clayton Smith, Danielle Soulliere, Melanie Renaud
Organization: All authors are from the University of Windsor
Contact Info:
Speaker Bios:
Dr. Dora Cavallo-Medved is learning specialist professor in the Dept. of Biomedical Sciences and Director of the USci Network, in the Faculty of Science, at the University of Windsor. She is also the Translational Research Director of the Windsor Cancer Research Group and co-chair of Knowledge Translation at the WE-SPARK Health Institute. Her research is centred in both cancer biology and biomedical education. She also collaborates with many students on various student-faculty partnership projects that are focused on the development of student leadership, engagement and wellness.
Dr. David Andrews is a Professor in the Department of Kinesiology at the University of Windsor. His disciplinary research is in the prevention of injuries in occupational and sport environments, with recent focuses on patient handling in nursing and on head impacts in youth sport. He has broad expertise in the scholarship of teaching and learning including educational leadership, student engagement, curriculum review and design, peer mentoring, flexible assessment, and students as partners. He is a former Department Head, Teaching Leadership Chair, and Research Leadership Chair for Human Kinetics and a 3M National Teaching Fellow (2020).
Prof. Judy Bornais is a faculty member in nursing who is currently Executive Director, Office of Experiential Learning at the University of Windsor. She also holds an Adjunct Faculty appointment at Western with the Department of Surgery at the Schulich School of Medicine and Dentistry. Judy’s disciplinary research focuses on nursing pedagogy, including the use of standardized patients, peer mentors and simulation technology to improve students’ learning. Judy is also engaged in the scholarship of teaching and learning with expertise in experiential learning in higher education, engagement of students in large classes and peer observation of teaching. She was a former Teaching Leadership Chair and the University of Windsor and is the recipient of numerous teaching awards including being a 3M National Teaching Fellow (2018).
Video Description: The video presentation describes our research as a multidisciplinary faculty learning community at the University of Windsor with a common interest in engaging students in large classes. Here, we discuss the results of our study that examined student perceptions of the effectiveness of various engagement activities in first-year introductory classes. The activities, which focused on real-world applications, were completed by individuals and small groups, with and without the use of technology. Our findings suggest that student preferences of engagement activities differed between courses, and was dependent on whether the activities were completed individually or in groups. However, regardless of technology, having engagement activities was preferred over traditional lectures alone. This presentation also provides the audience with tips and best practices to create more engaging learning environments within their own classrooms.
Lost in (Third) Space: Exploring the Experiences of Early Career Educational Developers
Presenters:
- Dianne Ashbourne, Educational Developer | University of Toronto, Mississauga
- Deborah Chen, Educational Consultant and Instructional Coach | Independent
- Lynn Cliplef, Faculty Development Coach | Assiniboine Community College
- Lisa Endersby, Educational Developer | York University
- Jacqueline Hamilton, Senior Manager – Learning, Assessment, and Accreditation | University of Guelph
- Mabel Ho, Director, Professional Development and Student Engagement | Dalhousie University
- Jessie Richards, Curriculum Development Specialist | University of Toronto
- Ellen Watson, Educational Developer | University of Alberta
Video Description: In the fall of 2019, the presenters conducted a survey to investigate early-career educational developers. Participants were asked about their educational development practice, how they came to the field, and challenges they experience. In this presentation, the research team will share the results of the survey and discuss how the results inform our evolving understanding of educational development work and the position of early-career educational developers in the field. Participants will engage with the material and reflect on the implications in their own work throughout the session. While this research is focused on educational development, new faculty and academic staff may also be interested in the findings; the themes emerging from the research resonate across fields, and discussion of the findings will encourage collaborative, collegial conversation around how we can continue to build a supportive and engaged community of teaching and learning.
We encourage viewers to engage in asynchronous discussion through this Padlet by responding to the question “What does it mean to be ‘early-career’ in educational development?”
A PDF of the transcript can be accessed here, and a Word version of the transcript can be accessed here.
Will Educational Development (ED), as a siloed profession, still exist 40 years from now? Let’s hope not!
Presenter: Russell Day, PhD
Teaching Professor
Department of Psychology
Simon Fraser University
8888 University Drive
Burnaby, BC Canada V5A 1S6
1.778.782.6580 rday@sfu.ca
Proposal # 1, Speaking Circle (User ID: 1225) – Proposal 173.
Abstract & Video Description: As we celebrate 40 years, we need to examine our goals moving forward – where do we want ED to be in 40 years? I argue that ED should no longer exist as a profession separate from the disciplines it serves. ED arose as a response to a deficit – inadequate preparation of instructors within the disciplines during a time of massive sector growth. With no professional Educational Developers, peers/champions within the disciplines lobbied for T&L Centres – most are not yet 40 years old! But when something is valued in academe, it becomes embedded within the core activities of the disciplines. Few institutions have separate centres to train graduate students in the scholarship skills (basic research, publication, etc.) they will need to become the next generation of academics – that is the responsibility of the whole graduate program WITHIN the discipline. When teaching becomes truly valued, the need for ED Centres will disappear.
Bio: Russell Day (Ph.D., Psychology) is a Teaching Professor at Simon Fraser University. In addition to teaching large, introductory classes (400+ students/class), he has been involved in Educational Development activities nationally with the Instructional Skills Workshop (ISW) network for the last 20+ years as a facilitator/trainer, and has been an EDC and STLHE conference attendee for many years.
