STLHE 2015 has ended
Achieving Harmony: Tuning into Practice

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Pre Conference Workshop [clear filter]
Tuesday, June 16

9:00am PDT

An integrated approach to educational development
Teaching and Learning initiatives, collaborations, and practices occur within various organizational systems, cultures, interpersonal dynamics, and worldviews. Process consultation (Schein, 1999) and human systems design are methods of addressing implicit, and often unnamed, forces at play – those cultural factors that constitute “the water in which we swim.” Institutional climate, conflicting agendas, unaddressed underlying issues, and unchecked assumptions are part of what process consultation calls “secondary processes” that can undermine success when overlooked.

Using participants’ prior knowledge of self, other, group, and system/environment this workshop connects participant pre-existing “know how” (Varela, 1999) in higher education to plan and implement for their own desired outcomes. The session incorporates principles from How Learning Works (Ambrose et al., 2010) with a process consultation approach to better support teaching and learning goals. A culture change approach to programmatic change or curriculum creation will also be used to help participants practice process design considerations.

By the end of this session, participants will be able to:

- Identify what process consultation is and why it’s helpful to achieving goals
- Apply relevant process consultation tools to a current project or collaboration (e.g., a meeting, workshop, learning experience, curricular or programmatic reform, educational leadership, etc.)
- Use process consultation strategies to influence the implementation of a self-designed process

avatar for Erin Yun

Erin Yun

Educational Consultant, Campus and Classroom Climate, University of British Columbia

Tuesday June 16, 2015 9:00am - 12:00pm PDT
Mackenzie Room

9:00am PDT

Capturing and learning from the experiences of tenure-track teaching faculty in Canada to develop a set of best practices
The Teaching Track is a type of faculty position that involves specializing in teaching and may or may not include a research mandate. These positions are being considered, debated, and implemented across Canada (e.g., Bradshaw, 2013; Chapnick, 2012) and therefore have the potential for creating division or harmony. The objective of this preconference day is to draw experiences from stakeholders from across different institutional contexts (e.g., current Teaching Track faculty, current University/College administrators) with the ultimate goal of creating a set of best practices that administrators, faculty associations, and others can use to create or strengthen an existing Tenure Track Teaching Stream.

First, we will invite a breadth of experiences and perspectives from participants centering on a few basic topics: what value the Teaching Track brings to individuals and to the institution, how Teaching Track positions differ across institutions, and what challenges people face in the Teaching Track. Next, we will use the results of the earlier discussion to collaboratively identify and imagine best practices institutions can use to successfully implement and foster the development of a Teaching Track. Participants will leave with a draft list of Ten Quick Tips for implementing a Tenure Track Teaching Stream they can bring to their institutions. To maximize the potential impact of this preconference, we will integrate results with data from an ongoing national survey led by the co-authors in a publication.

avatar for Joanne Fox (University of British Columbia)

Joanne Fox (University of British Columbia)

Principal, Professor of Teaching, UBC Vantage College; Michael Smith Laboratories and Dept of Microbiology and Immunology
avatar for Catherine Rawn

Catherine Rawn

University of British Columbia

Tuesday June 16, 2015 9:00am - 12:00pm PDT
Seymour Room

9:00am PDT

Team work that works: Introduction to team-based learning
Prepared, engaged students…
A college classroom humming with active learning…
Time for rich, structured problem-solving…
What professor wouldn’t jump at the chance to create a learning environment like that?
Come find out what Team-Based Learning (TBL) is all about! In this very hands on workshop, you will learn about the important processes and procedures to successfully implement TBL. Learn how to get your students to come to class prepared and then how to use that preparation to “flip” your classroom so that class time can be better spent helping students learn how to apply course concepts to solve problems. During the workshop you will get to experience all the main instructional components of TBL from the student perspective.

Tuesday June 16, 2015 9:00am - 12:00pm PDT
Salon 3

9:00am PDT

Achieving creative harmony: Tuning into arts-based approaches to education development
“To teach is not to transfer knowledge but to create the possibilities for the production or construction of knowledge” (Freire, 2000, p. 30). This hands-on experiential workshop tunes into the praxis of creativity by exploring the utilization of arts-informed (Efland, 2002), evidence-based (Petty, 2009) teaching strategies and their efficacy in promoting higher order thinking and double loop learning (Argyris, 1999). This approach to teaching and learning provides significant opportunities “that foster the capacity to construct interpretations” (Efland, 2002, p. 161) and as such are critical to the promotion of transformative learning (Dirkx, Mezirow & Cranton, 2006). Creative arts-based strategies are often overlooked as effective learning strategies in teacher education, despite the evidence that supports their use (Petty, 2009). Engagement in a creative learning process helps learners synthesize and integrate concepts and contributes to transformative learning (Author & Co Author, 2014). When implemented effectively, these innovative activities can tune into imaginations to open up new perspectives, construct alternative interpretations and assimilate learning.

Throughout the workshop, participants will engage in dynamic dialogue as they explore an experiential arts-based process and experience several dimensions of creativity. Challenges and opportunities implementing creative approaches to learning will be explored and examples of student work will be showcased and contextualized to their intended learning outcomes as situated learning. Specifically, participants will:

- Discuss critical questions related to the praxis of integrating creativity and arts-based strategies into teaching practice;
- Explore a number of arts-based, evidence-based instructional strategies; and
- Represent dynamic dialogue in an arts-based manner.


Tuesday June 16, 2015 9:00am - 12:00pm PDT
Chehalis Room

1:30pm PDT

Want your students to learn more? Designing your courses for more significant learning
Most college teachers would like their courses to be an experience in which their students achieve some kind of significant learning that lasts. But we feel frustrated and uncertain about how to get that to happen – for more students, more of the time.
This workshop will (a) expand participants’ vision of the kinds of learning that are possible and (b) familiarize participants with a process for designing courses for Significant Learning, i.e., learning that truly makes a difference in the way students think, act and feel after college.

In this workshop, we will:

- Examine the place of instructional design in the “big picture” of teaching,
- Take a close look at what each of us really wants our students to learn,
- Work through the model of Integrated Course Design that enables us to systematically design significant learning into our courses, and
- Conclude by looking at some case studies that address the question of whether this more intentional way of designing courses really makes a difference in the way students respond.

Tuesday June 16, 2015 1:30pm - 4:30pm PDT
Salon 1

1:30pm PDT

A reflective practice approach to professional development: The “reflective practicum”
Schön’s (1983) concept of the “reflective practitioner” describes how professionals think in action. Argyris and Schön’s (1974) concept of “theories of action” suggests we design our actions to achieve our intentions, and we have theories, not necessarily explicit, about how to act effectively. By reflecting on how we were thinking in action, particularly in difficult interpersonal situations, we can make explicit our “theories-in-use,” the values and strategies we are actually using to design our interactions. Schön used “reflective practicum” to describe this type of learning experience.

Almost everyone espouses the importance of generating valid information about “difficult situations” so that we can make the best choice about how to act in order to “solve the problem” effectively. However, in difficult interpersonal situations we often don’t “practice what we preach” – we are not transparent about our thoughts and feelings, the strategies we are using, nor are we curious about the other person’s views of the situation, and of our thinking. We espouse “mutual learning” but we are “unilateral” (Schwarz, 2002). The result is often mistrust, misunderstanding and little learning or change.

This “theory-of-action approach to reflective practice” (Smith, 2012) has been successfully applied to professional development to create “reflective practicums” in short workshops (3-6 hours) with faculty, and over an eleven-year project with health care professionals. In this workshop we will examine the theoretical framework underlying this approach (values, assumptions and strategies), and apply it to participants’ cases about difficult interpersonal situations in their teaching or educational development experiences generated before and/or during the workshop.


Ron Smith

Concordia Univeristy
Dr. Ron Smith is a Professor Emeritus, Education Department Concordia University and a 3M National Teaching Fellow. He is the Past-Chair of the 3M Council and has served on the adjudication for the 3M.

Tuesday June 16, 2015 1:30pm - 4:30pm PDT
Thompson Room

1:30pm PDT

An aligned approach to assessing the work of educational development centres
Increasingly, our campus teaching centre is being asked to account for its impact and make its work more transparent. Having considered many evaluation models, we adapted elements of familiar processes (i.e., Kirkpatrick & Kirkpatrick, 2006; Wright, 2011) to fit our local context. In creating our hybrid comprehensive model of assessment, we also applied curriculum thinking to our situation and harnessed the power of “constructive alignment” (Biggs & Tang, 2011) to help achieve harmony in our approach. Knowing that other centres are facing similar calls for evidence-based decision making in a time of fiscal restraint, we will share our year-long collaborative process for coming up with categories of evidence and an approach to assessment. In so doing, we will provide a framework and tools that others may wish to adapt. First, we will describe our approach and its links to our activities, outcomes, and assessments across all our forms of contact with faculty, staff, postdoctoral fellows, and students (graduate and undergraduate).

Then, we turn to activities designed to scope participants’ own practice, consider the role of intended learning outcomes, and focus on elements of assessment: identifying, gathering, analysing, interpreting, and disseminating evidence. Throughout, the idea that centres’ own programs and consultative work can be understood in terms of constructive alignment will be tested. By the end of the workshop, participants should be able to adapt an approach and associated materials to their own local contexts, leaving with a plan to implement at least one new step in a centre assessment process.

avatar for Trevor Holmes

Trevor Holmes

Senior Instructional Developer, University of Waterloo
Trevor Holmes is an educational developer with a background in cultural studies and English literature. He teaches in the Women's Studies program at the University of Waterloo where he is also a Senior Instructional Developer at the Centre for Teaching Excellence.

Tuesday June 16, 2015 1:30pm - 4:30pm PDT
Salon 3

1:30pm PDT

The bio-mechanics behind teaching and learning practical vocal exercises: The legacy of Jo Estill (1921-2010)
As a singer, researcher, and leader in voice mechanics and vocal pedagogy, Jo Estill’s objective was simple, yet daunting: she wanted to teach the world to sing. Though an accomplished singer herself, her ability to see the shortcomings of the then current vocal pedagogy and the questionable science upon which it was based, motivated her to create an efficient and scientifically sound program of voice instruction. Her work led to techniques that are employed across the disciplines of singing (in multiple genres), speech, and speech therapy.

Her investigation started with research into six different voice qualities: speech, falsetto, twang, sob, opera and belt. Each quality required a different configuration of the vocal tract and its various muscles. This led to the development of the figures for voice, the isolation of thirteen anatomical elements, the articulation of which can affect the quality of the voice. This developed into two courses: Figures for Voice Control, and Figure Combinations for Six Voice Qualities.

In this practical session the presenter, who teaches voice skills to lecturing faculty, speech to film and theatre students, and singing to musical theatre students, will outline the Estill Model, including the thirteen figures and the six qualities. A methodical approach for teaching these skills, including a thirteen-point diagnostic will be outlined. Attendees will be introduced to some of the figures suited to projecting the voice in the lecture hall and classroom. Some participants will undergo an Estill diagnostic assessment, and a demonstration of some techniques to enhance vocal presentation.

Tuesday June 16, 2015 1:30pm - 4:30pm PDT
Chehalis Room