Contact: Christine Kurbis – christine_kurbis@sfu.ca
Contact: Deb Dawson – dldawson@uwo.ca or Stephanie Chu – stephanie@sfu.ca
Contact: Jon Houseman – jon.houseman@uottawa.ca
Contact: Ruth Rodgers – rodgers.ruth@gmail.com
9:00 am – Meet at Westin Bayshore Hotel, Bayshore Foyer
9:30 am – Travel by group cab to Vancouver Aquarium
10:00 am – Vancouver Aquarium Behind-the-Scenes Tour
11:45 am – Travel by group cab to lunch
12:00 pm – Lunch at Carderos Restaurant (1583 Coal Harbour Quay)
1:30 - 3:30 pm – CSEC Award Recipients Meeting, Westin Bayshore Hotel, Director Room
Contact: Cynthia Korpan - tatrain@uvic.ca
Drawing on seven integrated design principles, the World Café methodology is a simple, effective, and flexible format for hosting large group dialogue.
World Café is composed of five components:
1) Setting: Create a "special" environment, most often modelled after a café, i.e. small round tables covered with a checkered tablecloth, butcher block paper, colored pens, a vase of flowers, and optional "talking stick" item. There should be four chairs at each table.
2) Welcome and Introduction: The host begins with a warm welcome and an introduction to the World Café process, setting the context, sharing the Cafe Etiquette, and putting participants at ease.
3) Small Group Rounds: The process begins with the first of three or more twenty minute rounds of conversation for the small group seated around a table. At the end of the twenty minutes, each member of the group moves to a different new table. They may or may not choose to leave one person as the "table host" for the next round, who welcomes the next group and briefly fills them in on what happened in the previous round.
4) Questions: each round is prefaced with a question designed for the specific context and desired purpose of the session. The same questions can be used for more than one round, or they can be built upon each other to focus the conversation or guide its direction.
5) Harvest: After the small groups (and/or in between rounds, as desired) individuals are invited to share insights or other results from their conversations with the rest of the large group. These results are reflected visually in a variety of ways, most often using graphic recorders in the front of the room.
Museum Tour
Contact: Jon Houseman – jon.houseman@uottawa.ca
Graduate student teaching assistants require training to develop from “reluctant teaching assistants into mature, capable teachers” (Siebring, 1972). Workshops are an excellent way to foster this development, but the length of these workshops has been debated (Garet, 2001; Goodlad, 1997). The objective of this session will be to support shorter, more frequent workshops as opposed to fewer, longer workshops as presented by a department appointed lead graduate student teaching assistant (Teaching Assistant Consultant) from September 2014 to April 2015. These workshops were presented over lunch, for one hour, twice a month and were of two flavours: half were professional development and half were visits from faculty and lab staff that came to share their teaching stories. A handout will be provided to participants detailing the nature of each workshop, the reception and attendance of each by graduate students, and the successes of the program (as well as suggestions for improvement).
Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective: Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
Goodlad, S. (1997). Responding to the perceived training needs of graduate teaching assistants. Studies in Higher Education, 22(1), 83-92.
Siebring, B. R. (1972). A training program for teaching assistants. Improving College and University Teaching, 20(2), 98-99.
This session will focus on training techniques to help bridge the gap between undergraduate students becoming a teacher for the first time, and will be of particular interest to those running Teaching Assistant (TA) training programs, and for faculty wishing to better support first-time TA’s.
During this session, attendees will develop techniques to incorporate into TA Training programs designed to transition the perspective of new TA’s from students to first time teachers. Attendees will also develop an appreciation for some of the challenges and hurdles facing first-time TA’s, and how to better support them in their student-teacher transition.
Attendees will take part in a brief activity as if they were first time TA’s: Good TA/Bad TA. The activity involves sharing both positive and negative experiences while had during undergrad, i.e. from the perspective of a student. The perspective is then switched to that of a teacher, and these experiences are evaluated and commented on. The comments will be briefly discussed afterwards, with a focus on how many of the ‘good’ experiences are no longer good from the TA perspective and how the bad experiences really can happen. As a group, participants will take a step back from the activity and discuss how it was useful, how it can be adapted to different situations, and what could be added or removed depending on application. The activity also reveals to the instructor what are some of the most common perspectives of their new TA’s.
All educational developers are welcome to attend the EDC general meeting. Updates will be provided on recent EDC activities.
Contact: Deb Dawson – dldawson@uwo.ca or Stephanie Chu – stephanie@sfu.ca
Are you a student attending the STLHE conference? At this welcome event, members of the STLHE Board including the President, Conference Co-Chair, and Chair of Student Advocacy will introduce students to STLHE, highlight some of the sessions and conference activities that might be of specific interest to students, and facilitate some community-building activities.
Contacts: Robert Lapp – rlapp@mta.ca or Roselynn Verwoord – roselynn.verwoord@ubc.caContacts: Robert Lapp – rlapp@mta.ca, Simon Bates – simon.bates@ubc.ca or Stephanie Chu – stephanie@sfu.ca
Speical Event - 2015 3M National Teaching Fellows: Beginning the Journey
Your continental breakfast will be provided at the meeting.
Contact: Shannon Murray - smurray@upei.ca
You are welcome to bring your continental breakfast to the meeting.
Contact: Tim Loblaw – tloblaw@bowvalleycollege.ca
Tuning in on teaching practice in any discipline may well run up against a problem of tacit knowledge--knowledge crucial to the discipline’s ways of thinking and practicing, but by nature obscure. Teachers who omit to make their tacit knowledge explicit in the classroom cause learning bottlenecks for their students. Tacit knowledge can be made explicit to its teacher owner, with positive effect on her teaching, in an interview that invites her to address how she thinks and practices in work her students, lacking her tacit knowledge, find impossible to master (Middendorf & Pace, 2004). We have conducted half a dozen such 90-minute to two-hour interviews with university teachers in different disciplines. We present qualitative analyses of those interviews which find across disciplines common themes and elements in teachers’ tacit knowledge and common impacts on teachers’ practice and thinking when tacit knowledge becomes explicit. Quoting from our interviews, we show through different analytical lenses, including phenomenology and narrative identity theory, how teachers regardless of discipline gravitate to intrinsically hermeneutic understandings of their disciplines, instinctively value provisionality of judgment, assume crucial disciplinary relationships of parts to wholes, embody in Heideggerian terms their ways of thinking and practicing (Van Manen, 1990), implicitly trust key disciplinary processes, willingly inhabit liminal spaces and, in recalling how they came to the understandings their students find so difficult to master, surface crucial aspects of their professional identities. We seek discussion with our audience of the effects on teaching and learning of unearthing and variously analyzing tacit knowledge across many disciplines.
Middendorf, J. & Pace, D. (2004). Decoding the disciplines: A model for helping students learn disciplinary ways of thinking. New Directions for Teaching and Learning, 2004(98), 1-12.
Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: State of New York Press.
Active listening has been defined as a state of hearing the other person, avoiding premature judgment, reflecting understanding, clarifying information, summarizing, and sharing (Hoppe, 2011). Active listening is considered a critical communication skill in administrative, leadership and management as well as in a variety of occupational and therapeutic fields (Hoppe, 2011; Romero et al., 2001; Slizewski, 1995; Weger, et al., 2014). However there is no research that addresses active listening within an Educational Development context. As Educational developers we engage in consultation, needs assessment, workshop and program design and facilitation, program coordination, program evaluation, and variety of other processes all of which rely heavily on the practice of active listening skills. Although active listening is highly valued, it is often deprioritized when in competition with other components of educational development processes (facilitation, program coordination, etc.) for our attention and resources. In this 60 minute interactive workshop we will engage participants in small group, guided practice, and brainstorming activities to identify unconscious acts of self-projection during active listening, and recognize the ethical hazards involved in self-projection. Participants will develop processes of self-monitoring and work to find an appropriate ethical and practical balance between self and other when actively listening.
Teamwork has been identified as a critical professional skill (Hughes, 2011; Kozlowski & Bell, 2003), and is a key learning outcome in undergraduate education (Biggs & Tang, 2011). Research (e.g. Biggs, 1996; Riebe, Roepen, Santarelli & Marchioro, 2010) suggests that deliberately teaching and assessing teamwork is an effective way to build teamwork skills. This workshop will model the use of concept mapping for a mini-team based activity, as a potential method for students to build a common understanding of teamwork. Participants will use our tested teamwork instrument to assess their own and others teamwork skills as demonstrated in the mini-team based activity. This method has been adopted because assessment of teamwork is often inferred from a myriad of attitudes and behaviors, and is sometimes overlooked in favour of assessing a group-based product. This complicates the student and instructor’s ability to develop and track performance of teamwork as an outcome. Identifying performance criteria and behavioral markers indicative of teamwork skills is highly valuable in building the quality of individual student contributions to a team such that targeted feedback can be provided and outcomes improved. In our research, we psychometrically tested the TeamUp rubric (Hastie, Fahy & Parratt, 2014), developed from criteria in the AAC& U teamwork Valid Assessment of Learning in Undergraduate Education (VALUE) rubric. Peers, class facilitators and research assistants undertook measurement of individual teamwork skills. By using this tool peers were able to provide highly reliable assessment of individual teamwork skills. Furthermore, a modified version of the tool was developed based on the results of these analyses. It is assumed that development and mastery of these skills will enhance student success within the professional sector, by preparing them to be effective team members. Following the workshop activities will be a discussion of the possible application, contextual issues, and institutional implications of assessing teamwork as a desired undergraduate outcome.
References:
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. McGraw-Hill International.
Hastie, C., Fahy, K., & Parratt, J. (2014). The development of a rubric for peer assessment of individual teamwork skills in undergraduate midwifery students. Women and Birth, 27(3), 220-226.
Hughes, R. L., & Jones, S. K. (2011). Developing and assessing college student teamwork skills. New Directions for Institutional Research, 2011, 53-64.
Kozlowski, S. W., & Bell, B. S. (2003). Work groups and teams in organizations. Handbook of psychology.
Riebe, L., Roepen, D., Santarelli, B., & Marchioro, G. (2010). Teamwork: effectively teaching an employability skill. Education and Training, 52(6/7), 528-539.
This past year, I actively engaged in processes at my home university to encourage colleagues and students to get involved in the 3MNSF program: both as applicants and as professionals/practitioners who can finesse the institutional processes to make it possible for students to see themselves as potential candidates. Nurturing student leadership is not unique to the 3MNSF program. Chickering’s early work (1969) proposed guidelines, of a sort, for the environments and processes that contribute to leadership development in students. Kolb (1984) and, more recently, Komives, et al (2011) have also suggested ongoing considerations that make it more likely for students not only to see themselves as leaders, but also to seek out courses and learning /mentoring experiences that explicitly teach and value this aspect of learning in the post-secondary context. This session will describe the actions taken at one institution to nurture a culture of student educational leadership and invites participants to describe the processes that are enacted at their institutions. Small group description and discussion and large group consolidation of patterns and salient features will allow us to formulate suggestions applicable for colleagues ready to begin this process and colleagues ready to refine their existing processes.
Paolo Freire (1970) cautions that “it is not our role to speak to the people about our view of the world, nor to attempt to impose that view on them, but rather to dialogue with the people about their view and ours” (p. 96). This session hopes to enact this sentiment.
Chickering, A.W. (1969) Education and Identity. San Francisco: Jossey Bass
Freire, P. (1970) Pedagogy of the Oppressed. New York: Seabury Press
Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J. Prentice Hall
Komives, S.R., Dugan, J.P., Owen, J.E., Slack, C., and Wagner, W. (Eds) (2011) The Handbook for Student Leadership Development. San Francisco: Jossey Bass
The relationship between assessment and transformative learning is a complicated and generally under-examined one (Fostaty-Young, 2012). In this session we aim to explore the pedagogical processes at play in the intersection of assessment with transformative learning. Building on Troop’s (2014) work with graduate students, you’ll have the opportunity to examine the relevance to your own instructional context of keyword writing (Luce-Kapler, 2004), critical analysis through journal keeping and other instructional and assessment strategies that have been found to make space for transformative learning. After a brief introduction to the research that informs conceptions of and supports for transformative learning, questions to be explored through guided small group discussion include: How might we use a harmonized (or aligned) curriculum to construct the dissonance that’s a necessary catalyst for transformative learning? How can we then assess (measure and observe) transformative learning? What are the inherent challenges with assessing transformative learning? In what ways does assessment enable and/or constrain the learning process? The intended learning outcomes for the session are that participants will: (a) Identify the inherent challenges and constraints of supporting and assessing transformative learning in their own instructional context and (b) Apply a framework to make curricular space to support the potential for transformative learning to occur and be assessed.
References:
Fostaty-Young, S. (2012). Transformative Effects of Learning & Assessment Focused Educational Development. Unpublished doctoral dissertation. Queen's University, Kingston, Ontario, Canada.
Luce-Kapler, R. (2004). Writing with, through, and beyond the text: An ecology of language. Mahwah, NJ: Lawrence Erlbaum Associates.
Troop, M .(2014). Traversing Creative Space, Transforming Higher Education: A Contemporary Curricular View of Teaching and Learning. Unpublished doctoral disseration. Queen's University, Kingston, Ontario, Canada.
Contact: Sarah Louise Turner – sarah_turner@sfu.ca
The dinner will take place at Bistro 101, Granville Island.
A shuttle bus will leave the Westin Bayshore Hotel immediately after the poster session at 5:30 pm bound for the restaurant. You are on your own after dinner to explore Granville Island or take a short cab ride back to the hotel. 3M Fellows, their spouses and friends are welcome.
Contact: Jon Houseman – jon.houseman@uottawa.ca
You are welcome to bring your continental breakfast to the meeting!
Contact: Janice Miller-Young – jmyoung@mtroyal.caThe main aim of this workshop is to discuss the following question: how can we increase students' engagement with academic concepts in a way they find attractive, interesting, and thought provoking?
To steer this discussion we will share our experience from our attempt to use popular media to promote and teach concepts coming from seemingly unconnected areas: First Nations' languages and mathematics. We will also show a selection of clips from animated films about Small Number, a young boy who recognizes mathematics in everything around him. We will give a few examples how the films have been used as learning resources in various forms, nationally and internationally. The Small Number stories have been translated and narrated into several First Nations' languages.
We invite everyone who has experimented with or is thinking about using popular media in teaching to join us for this session. Some of the questions that we intend to discuss include: Are popular media appropriate vehicles to communicate 'high culture' with students? What do we gain or/and lose when we adjust complex and possibly trandisciplinary ideas to the format of a particular medium? How do we measure the impact that a learning resource in the pop cultural format makes, both locally and globally? And what happens when our learning resources get their (pop cultural) lives on their own?
References:
Jungic, V., & Mac Lean, M., (2011). Small Number: Breaking the pattern, CMS Notes, Volume 43 No. 6, 10-13
Singh, S., (2013). The Simpsons and Their Mathematical Secrets. New York, NY: Bloomsbury.
An integrated testlet (IT) is a new tool which assesses students’ understanding of complex ideas (Anderson & Krawthohl, 2001) through a set of scaffolded multiple-choice items, each adopting an answer-until-correct format. Students answer each item within an IT until the correct answer is revealed to them, and they then advance to the next item with full knowledge of, and benefit from, answers to previous items. ITs can be valid and efficient replacements for free-response questions, as they assess complex cognitive processes while also rewarding partial knowledge (Slepkov & Shiell, 2014). The extent of scaffolding within an IT, denoted the “testlet integration”, can vary from weakly- to strongly-integrated, depending upon how much the instructor desires previous items within an IT to assist students in answering later items (Shiell & Slepkov, 2015). ITs were originally conceived within strongly-cumulative disciplines such as physics and math and now find themselves at a pivotal point, awaiting widespread adoption across other disciplines. In this session, we shall first introduce the purpose and some advantages of ITs, and then engage delegates, as teaching experts in their own field, in considering ITs within their discipline. By the end of this collaborative conversation delegates will have learned how their discipline can benefit, and to what extent, from ITs, and also contributed to the discussion of whether the extent of testlet integration is necessarily discipline-specific.
You are welcome to bring your lunch!
Contact: Robert Lapp – rlapp@mta.ca
Contact: Sarah Louise Turner – sarah_turner@sfu.ca
This annual gala event will feature west coast cuisine at its finest and a delightfully fast-paced, yet elegant ceremony highlighting the 3M National Teaching Fellows, the 3M National Student Fellows, the recipients of the Desire2Learn Brightspace Innovation of Teaching and Learning Award, the College Sector Educator Award recipients, as well as the Pat Rogers Poster Prize, and the Chris Knapper Outstanding Volunteer Award recipient.
You are welcome to bring your continental breakfast to the meeting!
Contact: Simon Bates – simon.bates@ubc.ca, Stephanie Chu – stephanie@sfu.ca, Deb Dawson – dldawson@uwo.ca
Contact: Sarah Louise Turner – sarah_turner@sfu.ca
Building on collaborative and consultative processes, this session will involve participants in experiences of/with imagination, analysis, embodied playfulness and serious consideration of issues that concern students, teachers and learners of any age, stage or institutional location who care about the future of post- secondary education.