symposium on teaching and learning provocative pedagogy€¦ · this year’s symposium focuses on...

This year’s Symposium focuses on how faculty

members and instructors are enhancing

their students’ learning experiences through

provocative pedagogy—ways of teaching that

upset the status quo, go against traditional

values or current trends, and are challenging

to explain to tenure and promotion committees.

Symposium on Teaching and Learning Provocative Pedagogy

May 14-15, 2014 | SFU Burnaby

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SYMPOSIUM ON TEACHING AND LEARNING: PROVOCATIVE PEDAGOGY

PROGRAM AT A GLANCE WEDNESDAY, MAY 14, 2014

8:30–9:00 Registration and Refreshments MBC 1302

9:00–9:15 1.0 Welcoming RemarksStephanie Chu, Director, Teaching and Learning Centre andGordon Myers, Associate Vice-President, Academic

MBC 1302

9:15–10:30 1.1 Opening Plenary Session (75 mins)Teaching and Learning PlayersSarah Louise Turner, Catherine Black, Sophie Lavieri, Pamela Tannouri, Jessica Inskip, Frederik Kruger-Ross, Dara Culhane, and Paul Budra

MBC 1302

10:30-11:00 Session Break

11:00– 12:15 2.0 Concurrent Sessions (75 mins)2.1 Tips to Help Support the English Language Learners(Fiona Shaw and Jennifer Walsh Marr)2.2 “I’m Not a Grammar Expert”: Myths, Opportunities, and Challenges of Building Peer Review into the Writing Process (Amanda Goldrick-Jones and Shauna Jones)

MBC 2290

MBC 2296

12:15– 1:30 Complimentary Lunch (75 mins) MBC 1302

1:30–2:45 3.0 Concurrent Sessions (75 mins)3.1 Learning from Action in Creating Well-Being in Learning Environments(Alisa Stanton, Rosie Dhaliwal, David Zandvliet, Nienke Van Houten, Kate Tairyan, and Rachel Fouladi) 3.2 Exploring the Effectiveness of Three Different Course Delivery Methods in Online and Distance Education (Barry Cartwright and Sheri Fabian))3.3 What Could Learning Look Like?: Your Turn to Shuffle (Kathryn Ricketts and Peter Liljedahl)

MBC 2290

MBC 2292/2294

MBC 2296

2:45–3:15 Session Break

3:15– 4:30 4.0 Concurrent Sessions (75 mins)4.1 Preventing Student Academic Misconduct(David MacAlister, Graham Farrell, Hugh Curtis, andTarah Hodgkinson)4.2 Challenging First-Year Computing Science and Engineering Students’ Ideas about Learning(Diana Cukierman, Donna McGee-Thompson, Farimah Salimi, and Sheryl Guloy)

MBC 2292/2294

MBC 2296

4:30–6:00 5.0 Symposium Reception and Poster Session Halpern Centre 114, 126

WEDNESDAY, MAY 14

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MAY 14-15, 2014 SFU BURNABY www.sfu.ca/tlcentre

PROGRAM MAGGIE BENSTON CENTRE 1302 | SFU BURNABY

8:30-9:00 REGISTRATION AND REFRESHMENTS

9:00-9:15 WELCOMING REMARKS Stephanie Chu, Director, Teaching and Learning Centre Gordon Myers, Associate Vice-President, Academic

9:15-10:30

1.1 OPENING PLENARY

TEACHING AND LEARNING PLAYERS

Sarah Louise Turner (Teaching and Learning Centre), Catherine Black (French), Sophie Lavieri (Chemistry), Pamela Tannouri (Chemistry), Jessica Inskip (Biomedical Physiology and Kinesiology), Frederick Kruger-Ross (Teaching and Learning Centre), Dara Culhane (Sociology/Anthropology), Paul Budra (English)MBC 1302

Teaching and Learning Players is a group of interdisciplinary faculty members, instructors, graduate students and staff who are coming together to create issue specific theatre to stimulate dialogue important to SFU life and work. Scenes will focus on issues ranging from classroom dialogue to gender politics to balancing work life balance in academia. At times both humorous and thought-provoking, each session will be made up of a brief performed scenario followed by a facilitated discussion around the concepts presented. The goal of the project is to encourage the sharing of multiple views, come up with new strategies to address challenging issues and to create meaningful relationships across disciplines. The facilitated dialogue will include questions for the “actors” playing certain roles and some scenes will even be re-played to integrate audience suggestions. Modeled on the University of Michigan’s CTRL Players which has been providing theatre based professional development for faculty since 2000, the aim is to encourage “attitudinal and behavioural change” throughout the institution by addressing challenging issues in a way that encourages self-reflection, greater awareness and group strategizing.

10:30-11:00 SESSION BREAK

WEDNESDAY, MAY 14

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MAGGIE BENSTON CENTRE

11:00-12:15 CONCURRENT SESSIONS

2.1 TIPS TO BEST SUPPORT ENGLISH LANGUAGE LEARNERS IN YOUR LECTURES AND CLASSES

Fiona Shaw (Education), Jennifer Walsh Marr (Linguistics)MBC 2290

The idea that incoming English Language Learners (ELLs) are sufficiently linguistically prepared for the challenges of our university classes is increasingly being questioned by those in the teaching trenches. How can instructors be confident that their content is effectively being conveyed to all of the students in front of them, regardless of their language proficiency? This session is for instructors who are interested in examining ways to better meet the needs of English Language Learners (ELLs) in our classes. We will discuss our top tips for simple, generalizable strategies to modify teaching, lectures and materials for the benefit of language learners (and all learners). After that, participants will have the opportunity to discuss challenges from their own classes and to share successful strategies with peers. We hope participants will come away with new ideas to implement right away in their teaching, and possibly a different perspective about what ELLs can bring to our classes.

2.2 “I’M NOT A GRAMMAR EXPERT”: MYTHS, OPPORTUNITIES, AND CHALLENGES OF BUILDING PEER REVIEW INTO THE WRITING PROCESS

Amanda Goldrick-Jones (Student Learning Commons) Shauna Jones (Beedie School of Business)MBC 2296

It can be pedagogically provocative to incorporate peer review in writing-curriculum design or renewal, especially with a significant English-as-additional-language (EAL) population. Students as well as instructors distrust peer review if they believe peers are “weak writers,” and EAL writers may not feel confident about their ability to provide “correct” feedback.

In this session, we first outline the theory and practice of building peer review into two business-writing classes. This pedagogical approach also closely integrates an academic service (writing assistance) to provide additional student support. We then raise key questions for participants to discuss: How does peer review impact students’ revisions? Does peer review increase EAL students’ confidence in their feedback and writing? How do we help peers work through differences in language fluency? What value do students place on peer review? What do students and instructors learn? How might peer review impact instructors’ workload?

MAGGIE BENSTON CENTRE 1302

12:15-1:30 COMPLIMENTARY LUNCH

WEDNESDAY, MAY 14

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3.1 LEARNING FROM ACTION IN CREATING WELL-BEING IN LEARNING ENVIRONMENTS

Alisa Stanton (Health and Counselling Services), Rosie Dhaliwal (Health and Counselling Services), David Zandvliet (Environment), Nienke Van Houten (Health Sciences), Kate Tairyan (Health Sciences), Rachel Fouladi (Psychology)MBC 2290

Positive well-being is associated with enhanced learning and student success, as well as physical, social and psychological health. In this session, instructors, TAs and staff members are invited to explore how pedagogy can contribute to student well-being as well as learning and engagement. This interactive session will begin with a brief background on the Well-being in Learning Environments project. Four instructors involved in the project will then facilitate a series of World Café table discussions in which they will share their experience with creating conditions for well-being in learning environments, and invite others to contribute ideas. Specific examples and strategies from the Well-being and Learning Environments online resource will also be made available. Participants will have an opportunity to move between two different table discussions, and a final wrap of dialogue will be facilitated.

Participants are expected to leave with an increased understanding of how their pedagogy may contribute to student well-being and will have concrete examples that can be incorporated into their teaching practice. They will also have an increased understanding of SFU’s Well-being in Learning Environments project and will have an opportunity to contribute to the project’s development.

3.2 EXPLORING THE EFFECTIVENESS OF THREE DIFFERENT COURSE DELIVERY METHODS IN ONLINE AND DISTANCE EDUCATION

Barry Cartwright (Criminology), Sheri Fabian (Criminology)MBC 2292/2294

This is a preliminary report on a project that invited SFU undergraduate students who completed at least one of three introductory Criminology courses offered through SFU’s Centre for Online and Distance Education between May 2013 and April 2014 to participate in an online survey regarding student perceptions of and learning experiences with these three fully online CODE courses. The three courses vary significantly in their online format. A primary research objective was to assess the effectiveness of asynchronous discussion groups, educational video games, online presentations by students, and online audio-visual instructional materials prepared by the course instructor. We explored the learning components of each of the courses, to determine which were most effective, which were least effective, which ones the students found most user-friendly and helpful, which they found least user-friendly and helpful, which ones they used the most, and which ones they used the least or did not use at all. Further, we asked students to suggest ways in which future iterations of these (and other) online courses could be improved. Students were also asked to compare their learning experiences in these fully online CODE courses with similar courses that are offered in traditional and/or blended classrooms.

WEDNESDAY, MAY 14

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3.3 WHAT COULD LEARNING LOOK LIKE?: YOUR TURN TO SHUFFLE

Kathryn Ricketts (Teaching and Learning Centre), Peter Liljedahl (Education)MBC 2296

These two educators argue that our work as pedagogues is primarily to inspire the notion of learning how to learn.

Exploring the artifact of playing cards, the session presenters encourage us to think beyond the banality of this everyday object to a location of inspiration and engagement. The common thread in these instructors' methods, beyond the use of cards, is the playfulness in these catalysts in order to surface a deep potentiality in the learner and at the same time trigger joyful associations with ‘play’ and ‘gaming’.

This session first demonstrates the use of playing cards as an artifact for engagement and then invites the participants to generate personalized strategies founded on the tenants of imaginative play with lightness and curiosity.




4.1 PREVENTING STUDENT ACADEMIC MISCONDUCT

David MacAlister (Criminology), Graham Farrell (Criminology), Hugh Curtis (Criminology), Tarah Hodgkinson (Criminology) MBC 2292/2294

The workshop will discuss the presenters’ study of student academic misconduct. It will detail the many different types (there are dozens!) and review the extent and nature of the problem. There is great variation in the prevalence of different types of student academic misconduct. A particular focus is on the three key areas of student academic misconduct - plagiarism, test cheating, and collusion. A range of measures and tactics to design-out these problems are examined. The study’s aim is to make practical recommendations for best practice.

4.2 CHALLENGING FIRST-YEAR COMPUTING SCIENCE AND ENGINEERING STUDENTS’ IDEAS ABOUT LEARNING

Diana Cukierman (Computing Science), Donna McGee Thompson (Student Learning Commons), Farimah Salimi (Education), Sheryl Guloy (Education)MBC 2296

In this session, participants will hear about and experience the pedagogy we developed for learning strategies workshops in the Academic Enhancement Program (AEP). The AEP supports student learning by integrating learning strategies workshops into the curriculum of core first year computing science courses. Recently, the Faculty of Applied

WEDNESDAY, MAY 14

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Sciences invited us to pilot an expansion to Engineering Science courses. We were simultaneously awarded a large Teaching and Learning grant, which allowed us to conduct a needs assessment for the expansion and development of a new workshop: AEP 103. In this session, we will introduce participants to the design of the workshop, informed by the needs assessment, to support the learning of first year computing science and engineering undergraduates. We will invite the audience to participate in a condensed mock version of the workshop, to experience workshop activities firsthand, and to discuss the workshop’s relevance to their own contexts. Participants will gain an understanding of self-regulated learning and an opportunity to reflect upon its adaptation to their own teaching practices. This session will appeal to anyone interested in designing learning support using provocative pedagogy that challenges students’ perceptions about successful learning.

HALPERN CENTRE

4:30-6:00 SYMPOSIUM RECEPTION AND POSTER SESSION

Poster 1 Current and Historical Approaches to Assessing Student Engagement and Experiences of Students Completing Degree Programs Offered by the Department of Biomedical Physiology and Kinesiology

Victoria Claydon (Biomedical Physiology and Kinesiology), Brett Shaw (Biomedical Physiology and Kinesiology)

Poster 2 And Tango Makes Thirty…Library Collection Development in Engl 387Nicky Didicher (English)

Poster 3 Assessing the Effectiveness of Instructional Videos in Biology Labs for Student Learning Outcomes

Mala Fernando (Biological Sciences), Andrew Wylie (Biological Sciences)

Poster 4 A Study of Early Intervention in a First-Year Physics Course Using Online Tutorials Sarah Johnson (Physics)

Poster 5 An Exploration of the Career Implications of the Media Analysis Laboratory Experiential Learning Pedagogy

Stephen Kline (Communication)

Poster 6 Flipping a First-Year Biology Course: Experiments Conducted and Lessons Learned

Kevin Lam (Biological Sciences)

Poster 7 Do the Clickers Help Students Understand the Scientific Method? Mark Lechner (Health Sciences)

Poster 8 Introducting Empirical Research Methods with Digitally Mediated EnvironmentsFrederik Lesage (Communication), Jan Maronate (Communication), Chris Jeschelnik (Communication), Yuji Zhang (Communication)

Poster 9 Student Response to Instructor Feedback: Provocative or Provoking?Marti Sevier (EAS/Linguistics), Elaine Zhang

WEDNESDAY, MAY 14

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Poster10 An Evaluation of the Flipped Classroom in a Master’s Level Environmental and Occupational Health CourseTim Takaro (Health Sciences), Lindsay Galway (Health Sciences), Nathalie Ste-Marie (Health Sciences), Barbara Berry (Teaching and Learning Centre)

Poster 11 Assessment of Student Learning and Interest in a Student-Led Problem-Based Learning Tutorial Setting Gina Whitaker (Biomedical Physiology and Kinesiology)

Poster 12 Tracking the Student and Instructor Experience through the Team-Taught Interdisciplinary Project-Based Course Brewing ScienceAndrew Wylie (Biological Science), Sherryl Bisgrove (Biological Sciences)

PROGRAM

MAGGIE BENSTON CENTRE | SFU BURNABY THURSDAY MAY 15, 2014

8:30-9:00 REGISTRATION AND REFRESHMENTS

9:00-9:15 WELCOMING REMARKSStephanie Chu, Director, Teaching and Learning Centre, and Jonathan Driver, Vice-President, Academic and Provost

9:15-10:30

6.1 PLENARY SESSION

SFU TEACHING AND LEARNING DEVELOPMENT GRANTS: A SUCCESSFUL INITIATIVE

Cheryl Amundsen (Education), Cindy Xin (Teaching and Learning Centre)MBC 1302

In this panel discussion, the overall design of the SFU Teaching and Learning Grants program will be described and the initial findings of the program evaluation being conducted. Two faculty grant recipients will describe their grant projects focusing on what they learned about their teaching and student learning and how they have applied their project findings to their teaching more broadly. There will be ample time set aside for those attending to interact with panel members and discuss ideas for grant projects. The session is intended for faculty members who may be interested in systematically investigating new approaches to their teaching through a SFU Teaching and Learning Development grant, and would benefit from hearing the experiences of others. It will also be of interest to administrators who are interested in more information about the grants program (http://www.sfu.ca/tlgrants).


THURSDAY, MAY 15

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7.1 DISSONANCE BETWEEN STUDENT LEARNING EXPERIENCE AND ACTUAL STUDENT LEARNING: WHAT CAN WE DO ABOUT IT?

Daria Ahrensmeier (Teaching and Learning Centre)MBC 2290

Many instructors use new, provocative pedagogy in their class because it promises better student learning as well as a more satisfying student experience. But quite often, they experience strong resistance from the students who claim that they learn better with traditional teaching methods. Does this indicate a weakness in the research about these methods, perhaps with regard to changing student populations? Does it mean that the specific implementation of the teaching method was not done “right”? Does it simply reflect that students don’t know what is good for them? To clarify these questions, after a brief introduction with some research findings, participants will be invited to share their experiences with “provocative” pedagogy and their interpretations of how well they worked for both student learning and experience. Then, we will explore possible reasons for any observed dissonance. Finally, we will discuss research tools that measure student experience and student learning and match them to the various methods that participants use.

At the end of the session, participants will have a “tool box” that allows them to investigate student perception as compared to actual student learning, ideas for adjusting their method if necessary, and a group of colleagues for future conversations about the topic.

7.2 PROVOCATIVE RESEARCH IN PRACTICE: INTEGRATING OUR THESIS RESEARCH IN PEDAGOGICAL PRACTICES

Veronica Hotton (Education), Stacey Makortoff (Education), Emily Sadowski (Education), and Gillian Smith (Education)MBC 2296

Our panel will discuss two related provocations: (1) how theory, research, and practice need to be integrated, and (2) how our thesis subjects are provocative. Regarding the first area, theory, research and practice can be separated through day-to-day work and a Faculty of Education is no less immune. As education doctoral candidates, in the ‘all but dissertation’ stage, we will be sharing how our theory and research is practiced within university pedagogy. Regarding the second area, we will also share our provocative thesis topics in education, which are: (Emily) intuition and transformation, (Gillian) individualism and relational ontology in contemplation of the ecological crisis, (Stacey) examining PhD student lore around supervision, and (Veronica) walking as pedagogy. Our panel will use evocative questions, humorous visuals and pedagogical examples to spark thoughts and questions from the audience. All university community members, and especially those in teaching positions are encouraged to join. We also welcome graduate students who have a particular theory or research area that is challenging to integrate within curriculum and pedagogy. We plan for session attendees to leave with multiple ideas on how they could integrate theory and research with pedagogical practice.

THURSDAY, MAY 15

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MAGGIE BENSTON CENTRE 1302

12:15-1:30 COMPLIMENTARY LUNCH


12:45- 1:15 PLENARY SESSION

8.1 LIVING TEXTBOOKS AS NEW SPACES FOR LEARNER ENGAGEMENT

David Dunne, Adjunct Senior Fellow, Beedie School of Business Lisa O’Neill, Teaching and Learning CentreMBC 1302

Over this lunch time plenary session, the presenters and the development team will share the ‘Living Textbook project’ origins, its collaborative and (sometimes) remote development process, and its outcome. The development team will discuss the value of these types of efforts (eBooks, and media) generally, and the need for all of us at SFU to build conversations around some of the key elements contained in this exemplar project (open educational resourcing, trust, and the value of mapping our spaces and places for learning).



9.1 INTERDISCIPLINARY COURSE DEVELOPMENT: LEARNING FROM OUR EXPERIENCE IN DESIGNING BREWING SCIENCE

Uwe Kreis (Chemistry), Daria Ahrensmeier (Teaching and Learning Centre), Andrew Wylie (Biological Sciences), and Zamir Punja (Biological Sciences)MBC 2290

Interdisciplinary cooperation and industry collaboration is becoming more and more the norm for University researchers. University teaching on the other hand lags this trend by years, at least in the sciences at the undergraduate level.

In this hands-on workshop, we offer participants an opportunity to start developing an outline for an interdisciplinary course. We will share our experience with Brewing Science, a new project based course, featuring an interdisciplinary teaching team, an active industry partner and an interdisciplinary student roster.

The workshop will be organized in four modules: Topic selection, Learning expectations, Instructional strategy and Assessment methods. For each stage we will outline our approach, choices and experiences, and then invite sharing before guiding the participants in the development of the next curriculum aspect. At the end, participants will have a course outline draft and have experienced the basics of a structured approach to interdisciplinary course design.

THURSDAY, MAY 15

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9.2 THE STUDIO LECTURE: DESIGNING AND IMPLEMENTING ACTIVITY- BASED LECTURES

Susan Clements-Vivian (Interactive Arts and Technology)MBC 2296

The practice based learning of art and design education is primarily studio based, small group teaching. My research aims to develop practice based activities that capture the energy and engagement of studio courses in a large lecture environment. This workshop would be of particular relevance to faculty/instructors and/or curriculum developers who are interested in developing lectures that include active participation with material as it is taught. Activities have been designed to engage students with the process-based, perceptual learning that takes place while actively engaged in creative practice, however the approach may be more broadly applied. In this workshop participants will partake in three different activities. These will be short, focused, and designed to illustrate differing approaches to how activities may be configured. Activities will also be looked at from the position of an instructor. Participants will be invited to start to identify and sketch out activities for their own courses. The session will be hands on demonstration of the approach. The goal of the workshop is for participants to leave with a sense of what the activities are like on both sides of the classroom and with the tools to begin adapting them to their own teaching needs.


HALPERN CENTRE 126

3:00-4:30 CLOSING PLENARY SESSION/WORLD CAFÉ

10.0 BEST PRACTICES IN PRESENTING INNOVATIVE TEACHING TO A TENURE AND PROMOTION COMMITTEE (TPC) AND TEACHING APPOINTMENTS REVIEW COMMITTEE (TARC)

Shauna Jones (Beedie School of Business), Neil Abramson (Beedie School of Business), Craig Emby (Beedie School of Business), Tom Grieve (English), Kevin O'Neill (Education) , and Panayiotis Pappas (Linguistics)HALPERN CENTRE 126

This plenary session uses a World Café format to address best practices in presenting teaching to a TPC/TARC and how those committees should respond to and evaluate teaching. Participants will experience a welcoming and participatory environment in which they move from table to table, each time discussing and offering insight into a particular question/issue. At the end of the session the hosts will gather your best ideas together for a more general discussion.

4:30-4:45 CLOSING REMARKS Symposium Program Committee, Nicky Didicher (English), Shauna Jones (Beedie School of Business), Uwe Kreis (Chemistry), Nienke Van Houten (Health Sciences)

THURSDAY, MAY 15

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CONTACT INFORMATION

PRESENTERS

1.2 Sarah Louise Turner Teaching and Learning Centre [email protected] Black French [email protected] Lavieri Chemistry [email protected] Tannouri Chemistry [email protected] Inskip Biomedical Physiology and Kinesiology [email protected] Kruger-Ross Teaching and Learning Centre [email protected] Culhane Sociology and Anthropology [email protected] Budra English [email protected]

2.1 Fiona Shaw Education [email protected] Jennifer Walsh Marr Linguistics [email protected] Amanda Goldrick-Jones Student Learning Commons [email protected]

Shauna Jones Beedie School of Business [email protected] Alisa Stanton Health and Counselling Services [email protected]

Rosie Dhaliwal Health and Counselling Services [email protected] Zandvilet Education [email protected] Van Houten Health Sciences [email protected] Tairyan Health Sciences [email protected] Fouladi Psychology [email protected]

3.2 Barry Cartwright Criminology [email protected] Fabian Criminology [email protected]

3.3 Kathryn Ricketts Teaching and Learning Centre [email protected] Liljedahl Education [email protected]

4.1 David MacAlister Criminology [email protected] Graham Farrell Criminology [email protected]

Hugh Curtis Criminology [email protected] Hodgkinson Criminology [email protected]

4.2 Diana Cukierman Computing Science [email protected] McGee Thompson Student Learning Commons [email protected] Salimi Education [email protected] Guloy Education [email protected]

5.1 Poster Presenters (see below)6.1 Cheryl Amundsen Education [email protected] Cindy Xin Teaching and Learning Centre [email protected] Daria Ahrensmeier Teaching and Learning Centre [email protected] Veronica Hotton Education [email protected]

Stacey Makortoff Education [email protected] Sadowski Education [email protected] Smith Education [email protected]

8.1 David Dunne Business Administration [email protected] O’Neill Teaching and Learning Centre [email protected]

9.1 Uwe Kreis Chemistry [email protected] Daria Ahrensmeier Teaching and Learning Centre [email protected]

Andrew Wylie Biological Sciences [email protected] Punja Biological Sciences [email protected]

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9.2 Susan Clements-Vivian Interactive Arts and Technology [email protected] Shauna Jones Beedie School of Business [email protected] Neil Abramson Beedie School of Business [email protected] Craig Emby Beedie School of Business [email protected] Tom Grieve English [email protected] Kevin O'Neill Education [email protected] Panayiotis Pappas Linguistics [email protected]

POSTERS1 Victoria Claydon Biomedical Physiology and Kinesiology [email protected] Brett Shaw Biomedical Physiology and Kinesiology [email protected] 2 Nicky Didicher English [email protected] Mala Fernando Biological Sciences [email protected] Andrew Wylie Biological Sciences [email protected] Sarah Johnson Physics [email protected] Stephen Kline Communication [email protected] Kevin Lam Biological Sciences [email protected] Mark Lechner Health Sciences [email protected] Frederick Lesage Communication [email protected] Jan Marontate Communication [email protected] Chris Jeschlenik Communication [email protected] Yuji Zhang Communication [email protected] Marti Sevier EAS/Linguistics [email protected] Elaine Zhang Linguistics [email protected] Tim Takaro Health Sciences [email protected] Lindsay Galway Health Sciences [email protected] Nathalie Ste-Marie Health Sciences Barbara Berry Teaching and Learning Centre [email protected] Gina Whitaker Biomedical Physiology and Kinesiology [email protected] Andrew Wylie Biological Sciences [email protected] Sherryl Bisgrove Biological Sciences [email protected]

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SYMPOSIUM PLANNING COMMITTEE

Nicky Didicher, Department of English [email protected]

Shauna Jones, Beedie School of Business [email protected]

Uwe Kreis, Department of Chemistry [email protected]

Nienke van Houten, Faculty of Health Sciences [email protected]

Christine Kurbis, Teaching and Learning Centre [email protected]

Patty Ward, Teaching and Learning Centre [email protected]

Jennifer Kuang, Teaching and Learning Centre [email protected]

THURSDAY, MAY 15

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PROGRAM AT A GLANCE

8:30–9:00 Registration and Refreshments MBC 1302

9:15-9:30 6.0 Welcoming RemarksStephanie Chu, Director, Teaching and Learning CentreJonathan Driver, Vice-President, Academic and Provost

MBC 1302

9:15–10:30 6.1 Plenary Session (75 mins)SFU Teaching and Learning Development Grants:A Successful Initiative (panel and video presentation)Cheryl Amundsen, Cindy Xin, and SFU faculty panelists

MBC 1302


11:00–12:15 7.0 Concurrent Sessions (75 mins)7.1 Dissonance Between Student Learning Experience and Actual Learning: What Can We Do About it?(Daria Ahrensmeier)7.2 Provocative Research in Practice: Integrating Our Thesis Research in Pedagogical Practices(Veronica Hotton, Stacy Makortoff, Emily Sadowski, and Gillian Smith)

MBC 2290

MBC 2296

12:15-1:3012:45-2:45

Complimentary Lunch8.1 Plenary Session

Living Textbooks as New Spaces for Learner EngagementDavid Dunne, Adjunct Sr. Fellow, Beedie School of Business Lisa O’Neill, Teaching and Learning Centre

MBC 1302MBC 1302

1:30–2:45 9.0 Concurrent Sessions (75)9.1 Interdisciplinary Course Development: Learning from Our Experience in Designing Brewing Science(Uwe Kreis, Daria Ahrensmeier, Andrew Wylie, andZamir Punja) 9.2 The Studio Lecture: Designing and ImplementingActivity-Based Lectures(Susan Clements-Vivian)

MBC 2290

MBC 2296


3:00–4:30 10.0 Closing Plenary/World Café SessionBest Practices in Presenting Innovative Teaching to a Tenure and Promotion Committee (TPC) and Teaching Appointments Review Committee (TARC)(Shauna Jones, Neil Abramson, Craig Emby, Tom Grieve, Kevin O'Neill, and Panayiotis Pappas)

Halpern Centre 126

4:30-4:45 10.1 Closing RemarksSymposium Program Committe) (Nicky Didicher, Shauna Jones, Uwe Kreis, and Nienke Van Houten)

Halpern Centre 126

THURSDAY, MAY 15

Who should attend

• Faculty members and instructors

• Teaching assistants and tutor markers

• Graduate and undergraduate students

• Curriculum and educational developers

• University staff and administrators

For more information and to register, please visit us atwww.sfu.ca/tlcentre or contact [email protected]

Symposium on Teaching and Learning Provocative Pedagogy

symposium on teaching and learning provocative pedagogy€¦ · this year’s symposium focuses on...

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