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EDUCATIONAL DEVELOPERS CAUCUS
CONFERENCE PROGRAM February 14-16, 2018
University of Victoria, Victoria, BC
Division of Learning and Teaching Support and Innovation (LTSI)
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Table of Contents
Table of Contents ........................................................................................... 1
EDC Welcome / Bienvenue RFPES ................................................................. 2
STLHE Welcome / Bienvenue SAPES ............................................................. 4
About EDC Conference 2018 ......................................................................... 6
Conference Resources .................................................................................. 7
Conference Venue Floor Plans ...................................................................... 8
Conference Shuttle Information ................................................................... 12
Session Formats ........................................................................................... 13
Schedule-at-a-Glance .................................................................................. 14
Welcome Reception/Newcomers’ Event .................................................... 16
Banquet .......................................................................................................... 17
Keynote Speakers ......................................................................................... 18
Pre-conference .............................................................................................. 20
Conference Day 1: Thursday, February 15 ................................................. 25
Conference Day 2: Friday, February 16 ...................................................... 59
Presenter Biographies .................................................................................. 79
Information for Presenters ......................................................................... 106
Acknowledgements ..................................................................................... 107
About Victoria .............................................................................................. 108
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EDC Welcome / Bienvenue RFPES
Erika Kustra
Chair/Présidente Educational Developers Caucus / Réseau des formateurs en pédagogie de
l’enseignement supérieur
Welcome to the EDC 2018 Conference!
We are excited to meet at the University of Victoria to explore the
theme Educational Developers Gaining an Edge (EDGE). Thanks to the
conference hosts for starting the discussion with questions such as
“What unexpected, creative and bold practices are emerging?” We have
seen a trend over a number of years, exploring what vital impacts we
are having at our institutions, and how we might leverage existing
pressures in productive ways, and I am particularly intrigued to consider
“What are our spectacular failures?”
We have many engaging sessions to choose from to explore the
questions raised. Jennifer Ward from the University of Alberta will lead a keynote address, Working
Towards ReconciliACTION in Academia, examining how we, as educational developers, unpack our own
educational practices. We will close with Alan Wright, University of Windsor, on exploring the edge of
practice.
One of our greatest strengths is our networks. This year we are piloting initiatives, recommended by our
members, to welcome newcomers to the conference. Please come and take part, either as a newcomer,
or to help create the welcoming environment! Additionally, we are pleased to announce a new initiative
to support educational developer exchanges. Come and join the Annual General Meeting, Thursday
February 15 at 12:45, to find out details about these and many more initiatives that are underway, being
led by members of the EDC.
My sincere thanks to our hosts at the University of Victoria for all of their work to prepare the conference
this year, and to keep us on the edge!
Bienvenue au colloque du RFPES de 2018!
Nous sommes ravis d’être ici à l’Université de Victoria pour explorer le thème Les Conseillers
Pédagogiques s’Assurent d’avoir un Avantage Concurrentiel ainsi que des questions telles que : «Quelles
sont les pratiques inattendues, créatrices et audacieuses qui se sont développées?» Depuis un certain
nombre d’années, une tendance a vu le jour pour explorer la manière dont les conseillers pédagogiques
influencent les établissements et comment nous pouvons tirer parti des pressions existantes de diverses
manières productives. Je suis particulièrement intriguée d’identifier, d’examiner et de tenter de répondre
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à la question concernant « nos échecs spectaculaires ». Je remercie les hôtes du colloque d’avoir ouvert
cette importante discussion!
Les participants pourront assister à de nombreuses séances engageantes où ils pourront explorer plus
avant ces questions et beaucoup d’autres. Jennifer Ward, de l’Université de l’Alberta, prononcera
l’allocution d’ouverture, «Working Toward ReconciliACTION in Academia», où elle examinera comment
les conseillers pédagogiques expliquent nos propres pratiques en matière de pédagogie. Et le colloque
s’achèvera avec l’allocution de clôture d’Alan Wright, de l’Université de Windsor, où celui-ci explorera les
perspectives attrayantes, les dangers préoccupants et les diverses facettes du leadership qui confrontent
les conseillers pédagogiques qui vivent sur le seuil des avantages concurrentiels de leur profession.
Nos réseaux sont une de nos forces les plus importantes. Cette année, nous allons lancer de nouvelles
initiatives, recommandées par nos membres, pour accueillir les nouveaux arrivants au colloque. Ne
manquez pas de nous rejoindre et de participer, en tant que nouveaux arrivants ou en tant que
participants de longue date, afin de nous aider à créer un environnement accueillant. Nous allons
également lancer une nouvelle initiative qui a pour but de soutenir les échanges entre conseillers
pédagogiques d’un établissement à un autre. Venez assister à l’assemblée générale annuelle qui aura lieu
le jeudi 15 février à 12 h 45 pour en apprendre davantage sur cette initiative et sur d’autres projets
organisés par les membres.
Tous mes remerciements à nos hôtes de l’Université de Victoria pour leur grand travail afin de préparer le
colloque de cette année, et merci de nous pousser à acquérir un avantage concurrentiel!
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STLHE Welcome / Bienvenue SAPES
Denise Stockley President/ Présidente, STLHE/ SAPES
It is with great pleasure that I welcome you to the 2018 Educational
Developers Caucus – Gaining an Edge hosted by the University of
Victoria. Our colleagues at the Division of Learning and Teaching
Support and Innovation have pulled together an amazing conference
program that acknowledges the variances of our educational
development lives and provides opportunities to network and
celebrate together.
For me, one of the many strengths of attending the Educational Developer Caucus is that feeling or
sense of coming home. I hope that the sense of wonder and community that I felt when I joined STLHE
and later as part of the formation of the now EDC extends to each of you. Our strength is when
individuals come together, share common threads, and together we weave them. This strength spills
over to our work within the Society for Teaching and Learning in Higher Education (STLHE) of which the
Educational Developers is one of our oldest constituent groups.
It is my hope that all EDC members, whether as a first-time EDC conference attendee or someone who
has attended since our first conference, leave Victoria with a renewed sense of purpose and drive.
I look forward to meeting and reconnecting with you in Victoria!
Mot de bienvenue au colloque du RFPES de 2018
C’est avec le plus grand plaisir que je vous souhaite la bienvenue au colloque du Réseau des formateurs
en pédagogie de l’enseignement supérieur, « Les Conseillers Pédagogiques s’Assurent d’avoir un
Avantage Concurrentiel», accueilli par l’Université de Victoria. Nos collègues de la division du soutien
et de l’innovation en matière d’apprentissage et d’enseignement ont élaboré un programme
extraordinaire qui reconnaît les caractéristiques de nos vies en tant que conseillers pédagogiques, qui
offre des occasions de réseautage et qui va nous permettre de célébrer tous ensemble.
Pour moi, l’une des nombreuses forces que l’on ressent quand on participe à un colloque du Réseau
des formateurs en pédagogie de l’enseignement supérieur, c’est ce sentiment ou cette impression de
revenir à la maison. J’espère que l’émerveillement et le sens communautaire que j’ai ressentis quand je
suis devenue membre de la SAPES et plus tard, quand j’ai participé à la création de ce qui est devenu
aujourd’hui le RFPES, seront partagés par chacun et chacune d’entre vous. Notre force nous vient de
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cette rencontre de personnes qui se rassemblent et partagent des fils conducteurs que nous tissons et
entrelaçons ensemble. Cette force se répercute sur notre travail au sein de la Société pour
l’avancement de la pédagogie dans l’enseignement supérieur (SAPES) dont le Réseau des formateurs
en pédagogie de l’enseignement supérieur est le groupe constitutif le plus ancien.
J’espère que tous les membres du RFPES, qu’ils participent pour la première fois à un colloque du
RFPES ou qu’ils aient participé à chacun de nos colloques, repartiront de Victoria avec un sentiment
renouvelé de raison d’être et de détermination.
Je me réjouis à l’avance de vous rencontrer et de reprendre le contact avec vous à Victoria!
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About EDC Conference 2018
About Our Conference Theme: Educational Developers Gaining an Edge (EDGE)
Educational developers often work on the edge, which is sometimes advantageous and other times
challenging. Working on the edge can provide opportunities to be creative and initiate innovative bold
practices but it can also be a place that is uncomfortable and facilitates failure.
For this year’s Educational Developers’ Caucus (EDC) annual conference, we invited educational
developers to position themselves on the edge of their work to investigate and share their stories of
success and failure. Positioning ourselves on the edge of our work provokes us to think about the
following:
which vistas currently give educational development an advantage;
what waves of change are impacting our work;
which topics are prickly and perplexing; and
when, why and how have you teetered on the edge?
Registration/Information Desk
Wednesday, February 14
Harry Hickman Building Lobby, 7:30 am to 4:00 pm
University Club, 4:30 pm to 6:30 pm
Thursday, February 15 and Friday, February 16
David Lam Foyer, MacLaurin Building, 7:30 am to 4:00 pm
Conference Feedback Survey
You will be receiving a link to the EDC2018 Conference Feedback Survey via email.
Accessibility Information
All conference session rooms are wheelchair-accessible and accessible by elevator. Single-accessible
washrooms are located in the SUB and in the Hickman Building (HHB) 126. We are committed to
making this conference accessible to all participants. If there is anything we can do to assist you, please
let us know.
Session Evaluations
Presenters, please save a couple of minutes at the end of your session for attendees to provide
feedback. Each session room will have index cards available for that purpose. It is up to presenters to
gather their feedback at the end. This way, attendees are encouraged to reflect on the session and
presenters receive immediate feedback.
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Conference Resources
Emergency Services
City of Victoria: Dial 911
Campus Security (Emergency): 250-721-7599;
(Non-Emergency): 250-721-6683
Banking Machines
Located in the Student Union Building (SUB)
Parking
Visitors to campus may park at a meter or display a
valid daily/hourly parking permit available from
permit dispensers located in parking lots outside of
Ring Road. The closest parking lots to the
conference are lots 6, 9 and 10, plus the meters in
lot E. You will need your license plate number to
pay.
Internet Access
An Eduroam connection is available across campus.
Create an Eduroam account before arriving on
campus and use this connection throughout the
conference.
Alternatively, access the University of Victoria’s
guest access Wifi. To do so, choose EDC
Conference and use the case-sensitive password:
EDC2018UVic
Computer Access
Computers are available on the first floor of the
Human and Social Development Building.
Pharmacy Locations
Campus Drug Store: Student Union Building Tel: 250-721-3400 | Mon-Fri
Food Services
A list of on-campus food service hours and
locations
EDC Conference 2018 mobile Guidebook
To access the most up-to-date
information about our event, including
schedules, maps, and much more, access
our guide here:
https://guidebook.com/g/edcconference2
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Android and iOS users:
1. Tap the "Download" button to
download the free Guidebook app
2. Open Guidebook and you can find
our "EDC Conference 2018" guide
3. Tap "Enter passphrase" and enter
edc2018 to download our guide
Join us on Twitter
Please follow @EDC2018UVIC
Use the hashtag #EDCUVic to join the
conversation
Use the hashtag #WILEDC to add to: Why I
love EDC
Taxi Services
Bluebird Cabs Ltd. (250) 382-2222
Victoria Taxi (250) 383-7111
Coat and Luggage Storage
Racks for coats will be near registration
Luggage can be stored near the
registration desk
Photocopying
Photocopying is available in the Student
Union Building at ZAP Copy for a small fee.
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Conference Venue Floor Plans Key: Blue shaded buildings = Conference Buildings
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HARRY HICKMAN BUILDING (HHB)
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MACLAURIN BUILDING (MAC)
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HUMAN AND SOCIAL DEVELOPMENT BUILDING (HSD)
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Conference Shuttle Information
Wednesday, February 14th
Time Pick-up Location Drop-off Location
7:30 AM Delta Ocean Pointe Two buses picking up at the three conference hotel locations and dropping off at UVic HSD Roundabout. If staying at another location and would like to take the shuttle, please make your way to one of these hotels.
7:45 AM Embassy Inn
8:00 AM Chateau Victoria
12:00 PM 12:15 PM 12:30 PM
Delta Ocean Pointe Embassy Inn Chateau Victoria
One bus will pick up afternoon attendees to bring to UVic for lunch and afternoon sessions. Please note though that there will not be another bus to bring attendees from hotels to UVic for the reception. However, we will provide clear public transit information, which has direct buses from downtown to campus in under 30 minutes. Alternatively, taxis will be readily available at your hotel.
1:15 PM HSD Roundabout One bus taking attendees back to the Delta Ocean Pointe, Embassy Inn, and Chateau Victoria
6:30 PM UVic University Club Three buses picking up at UVic and going to the following conference hotels and to the Visitor Information Centre for the Ghostly Tour: Embassy, and Delta, and Chateau Victoria
Thursday, February 15th
Time Pick-up Location Drop-off Location
7:00 AM Delta Ocean Pointe Three buses picking up from conference hotel locations and dropping off at UVic Parking Lot E by MacLaurin Music Building Entrance
7:15 AM Embassy Inn
7:00 AM Chateau Victoria
8:00 PM UVic University Club Three buses picking up at UVic and going to the following conference hotels: Delta, Embassy, Chateau
Friday February 16th
Time Pick-up Location Drop-off Location
7:00 AM Delta Ocean Pointe Three buses picking up from conference hotel locations and dropping off at UVic Parking Lot E by MacLaurin Music Building Entrance
7:15 AM Embassy Inn
7:00 AM Chateau Victoria
2:30 PM UVic Parking Lot E by MacLaurin Music Building Entrance
One bus picking up at UVic and going to the following conference hotels: Delta, Embassy, Chateau
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The Variety of Session Formats
Half-pre-conference (3 hours): Do you have a topic that requires in-depth development, applied
practice, and/or extended discussion? Pre-conference workshops should involve a blend of engaging
approaches to facilitate the integration of theory, reflection, and research-based evidence.
Poster presentations (45 minutes): Poster presentations typically showcase research findings,
innovative practices and programs, using graphics and concise text. The Poster session will take
place immediately after the opening plenary to maximize exposure and discussion. You, as the
poster presenter, are encouraged to engage participants in informal discussions and provide hand-
outs summarizing your poster.
Roundtable discussions (20 minutes): If you have a topic or project that can be facilitated through a
short discussion, then consider proposing a roundtable discussion. As the facilitator, you will set the
context and provide ideas and information to shape and enrich the dialogue. You will offer the same
roundtable discussion to up to ten people three times during the one-hour event. Audio-visual
equipment will not be required.
Research presentations (30 minutes): Do you have research findings, an initiative, or partnership
program that you would like to share? What transformational innovations would you like to share
with colleagues? Research presentations focus on structured dissemination rather than on dialogue
and exchange, but as the presenter, please allow time for audience questions.
Interactive workshops (60-75 minutes): If you have a topic that would benefit from active
participation from participants, then propose an interactive workshop. These workshops are often
based on systematically documented or researched practical experiences, but can also explore
theoretical issues. They offer an opportunity for more in-depth examinations of challenging issues in
the practice and theory of educational development.
Symposium sessions (75 minutes): Some topics require longer engagement. Maybe you share a
visionary idea with others that you all want to explore. In the symposium format, three 20-minute
sessions about related topics will be combined with a moderator/discussant to contribute his or her
comments and facilitate discussion at the end. Submissions must include the three presenters and
moderator/discussant, session descriptions, and moderator comments/questions.
Storytelling (30 minutes): Do you have an authentic story (maybe a spectacular failure) related to
educational development that will inspire and engage others? This session will offer a laid-back
opportunity to make new connections and share experiences.
Critical Café (30 minutes): What are some of the challenges faced by educational developers and
are endemic to the educational developer role? What are the difficult issues and power relations
inherent in our profession and in higher education? What are the critical questions we must ask
ourselves to challenge the status quo? As the facilitator of this session, you would allow a space for
critical discourse about the topic you propose.
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Schedule-at-a-Glance Buildings: Harry Hickman Building (HHB), Human and Social Development Building (HSD), and
MacLaurin Building (MAC)
Wednesday, February 14th: Pre-Conference Time Event Location
Shuttle Bus from hotels to UVic
8:00am - 9:30am Breakfast, Registration and Information Harry Hickman Building Foyer
9:30am - 12:30pm Morning Pre-Conference Sessions with coffee break Harry Hickman Building
12:00pm –
4:30pm VP Teaching and Learning Meeting (invitation only)
Salal Room, University Club
12:30pm - 1:30pm Lunch Harry Hickman Building Foyer
1:30pm - 4:30pm Afternoon Pre-Conference Sessions with coffee break Harry Hickman Building
1:30pm - 4:30pm Teaching and Learning Centre Leaders Meeting
(invitation only)
HHB128
5:00pm - 6:30pm Welcome Reception University Club
6:30pm Shuttle Bus University Club to downtown
hotels
7:00pm Specialty Tour: Walking Tour of Old Town Victoria
(including love stories!)
Visitor Information Centre,
Inner Harbour
Thursday, February 15th: Conference Day 1
Time Event Location
Shuttle Buses from hotels to UVic
7:30am - 8:30am Breakfast, Registration and Information David Lam Foyer, MacLaurin Building
7:30 am - 8:30 am Newcomers’ Welcome MacLaurin Building
8:30am - 10:15am Welcome and Opening Plenary David Lam Auditorium, MacLaurin Building
10:15am - 11:00am Poster Session and Refreshments David Lam Foyer, MacLaurin Building
11:00am - 12:15pm Concurrent Sessions #1 Harry Hickman Building, Human and Social
Development and MacLaurin Building
12:15pm - 12:45pm Lunch David Lam Foyer, MacLaurin Building
12:45pm - 2:15pm EDC AGM David Lam Auditorium, MacLaurin Building
2:15pm - 3:15pm Concurrent Sessions #2 Harry Hickman Building, Human and Social
Development and MacLaurin Building
3:15pm - 3:30pm Refreshment Break Harry Hickman Building Foyer
3:30pm - 4:30pm Concurrent Sessions #3 Harry Hickman Building, Human and Social
Development, and MacLaurin Building
4:30pm - 4:45pm Refreshment Break Harry Hickman Building Foyer
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4:45pm - 5:45pm Concurrent Sessions #4 Harry Hickman Building, Human and Social
Development, and MacLaurin Building
6:00pm - 8:00pm Banquet University Club
8:00pm Shuttle Buses from University Club to
downtown hotels
Friday, February 16th: Conference Day 2
Time Event Location
Shuttle Buses from hotels to UVic
7:30am - 8:30am Breakfast, Registration and Information David Lam Foyer, MacLaurin Building
8:30am - 9:30am Concurrent Sessions #5
Harry Hickman Building, Human and
Social Development, and MacLaurin
Building
9:30am - 9:45am Refreshment Break Harry Hickman Building Foyer
9:45am - 11:00am Concurrent Sessions #6
Harry Hickman Building, Human and
Social Development, and MacLaurin
Building
11:00am – 11:15am Refreshment Break Harry Hickman Building Foyer
11:15am - 12:15pm Roundtables David Lam Foyer, MacLaurin Building
12:15pm - 1:00pm Lunch David Lam Foyer, MacLaurin Building
1:00pm - 2:00pm Closing Plenary David Lam Auditorium, MacLaurin
Building
2:00pm – 2:30pm Wrap-Up David Lam Auditorium, MacLaurin
Building
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Welcome Reception
Please join us for the Welcome Reception on Wednesday, February 14th from 5:00 PM – 6:30 PM at
the University Club, University of Victoria.
Newcomers’ event
We are happy to announce the inaugural newcomer’s event, taking place on the first day of the
conference, Thursday, February 15, 2018, from 7:30 am to 8:30 am. If this is your first time at the
conference, please grab your coffee and breakfast and meet us in MAC near registration desk (look for
the signs saying Newcomers’ Event). Members of the EDC executive committee and ‘old-timers’ will be
present to introduce you to the EDC community, the conference, answer questions and match you
with a buddy, who will be available throughout the conference to help you along.
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Banquet
Beginning at 6 pm on Thursday, February 15th, the conference banquet will take place in the
main dining room of the beautiful University Club.
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Keynote Speakers Opening Plenary Jennifer Ward
“Gaining an Edge: Working Towards ReconciliACTION in Academia”
How do we as Educational Developers unpack our own educational practices and begin to
decolonize and indigenize our academic institutions? We need to transform
learning, inform practice, engage in provocative conversations, and
rebound from mistakes so that Reconciliation is meaningful,
systemic, and lasting--leading to action, ReconciliACTION.
Indigenous and non-Indigenous alike need to work as allies to
create waves of change and to provide an informed and
engaging learning environment for all students and faculty.
Meaningful ReconciliACTION enables us to weave Indigenous
ways of knowing, being and doing throughout the curriculum.
But how do we do this? How and why should we be answering
the Truth and Reconciliation Commission’s 94 Calls to Action? In
this keynote address, we will build relationships, learn from each
other’s experiences, and become aware of Indigenous histories and
contemporary realities.
Jennifer Ward is of Umpqua, Algonquin and Walla Walla ancestry and she lives and works in Treaty
Six Territory. She is an Educational Developer in the Centre for Teaching and Learning at the
University of Alberta. Jennifer works with faculty to Indigenize course and program content. She has
worked in both the K-12 education system and the post-secondary environment to weave
Indigenous worldviews into the curriculum. Jennifer also teaches an Indigenous Education course
for pre-service teachers in the Faculty of Education. Working with Elders, students and community
are some of her most cherished experiences. Hiy Hiy (thank you in Cree).
Closing Plenary Dr. W. Alan Wright, Vice-Provost, Teaching and Learning, University
of Windsor
“On the LEDGE: Prospects & Perils in Ed Dev Leadership”
In the closing plenary, Alan Wright will address the enticing
prospects as well as the unsettling perils encountered by
educational developers living on the leading edge of their
profession. Based on his experience of over 25 years as a developer
as well as on his reading of this EDC conference, Alan will explore
some of the many facets of leadership in the field of academic
development. Embracing vistas and values, riding waves and
weathering storms, facing the prickly and perplexing, and
cultivating resilience are all endemic to life as a developer.
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Plenary speaker Alan Wright brings a wealth of experience in educational development to the
closing session of this year's EDC Conference. After several years as a teacher, curriculum developer
and professional development coordinator in the K-12 environment, Dr. Wright moved to higher
education and was quickly drawn to the emerging field of academic development. He has worked in
three provinces and in both of Canada's official languages, opening the Atlantic region's first
teaching and learning centre, directing the undergraduate programs of a large francophone
university in Quebec, and taking on the role of Vice-Provost, Teaching and Learning in an Ontario
institution. Dr. Wright has been invited to present workshops in every Province in Canada. He holds
degrees from Mount Allison, McGill, and the Université de Montréal. "You are in for a Tweet!"
@wrightetal
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Pre-Conference:
The following six pre-conference workshops are offered at EDC 2018. When registering for the
conference, you will be asked to sign-up for the pre-conference workshops that you are interested
in.
Morning Pre-Conference Sessions Wednesday, February 14th, 2018 9:30am – 12:30pm
All Pre-Conference sessions will take place in the Harry Hickman Building (HHB)
Pre-Conference 1A: Room HHB110 Negotiation tools and techniques for educational developers: Coaching academics in prickly
positions
Facilitators: Stephanie Giberson-Kirby, Educational Specialist and Career Development Lead, College
of Pharmacy Liaison, Office of Educational and Faculty Development, Rady Faculty of Health
Sciences, University of Manitoba; Jackie Gruber, Credentialed Mediator, Credentialed Arbitrator,
Conflict Management Coach, Human Rights and Conflict Management Officer, University of
Manitoba; Cosette Lemelin, Educational Developer, Centre for Teaching and Learning, University of
Alberta
Effectiveness across the three pillars of academia can be significantly enhanced with the
deployment of principled negotiation skills. Whether dealing with a challenging student, committee
members, or multinational research teams, the prickly reality of dealing constructively with conflict
is one of those “everyday life” change management competencies that our faculty members need
help developing (Taylor, Dawson & Chu, 2014, p. 3). In this highly interactive workshop, EDC
delegates will work on their principled negotiation skills through the use of a preparatory self-
analysis, scaffolding of academic negotiation cases, video-clips of dramatized negotiations, and an
in-depth negotiation simulation. The workshop will draw upon classic as well as contemporary
motivational theory, social cognitive theory, organizational development paradigms, and the
philosophy of power in post-modern professions, as applied to educational developers growing
leadership roles in organizational development.
Through participation in this workshop, the EDC delegates will:
identify opportunities to apply negotiation skills in academic settings,
assess steps critical to successful negotiation,
apply negotiation skills to academic cases, and
appraise conflict management and negotiation resources at their home institutions.
Perched on the dynamic edge between organizational and faculty development, education
developers are often frontline contacts for colleagues looking for help with a perplexing situations.
Workshop participants will be prepared to make more impact in their organizations by leveraging
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practical negotiation skills, along with the knowledge needed to diagnose when a conflict situation
has gone ‘over the edge’ and needs referral to institutional policies, practices, and human resources
professionals. Thought-provoking (the prickly and perplexing), Visionary prospects (the vistas)
Pre-Conference 1B: Room HHB116
Living within the circle: Decolonizing & Indigenizing education
Facilitator: Jennifer Ward, Educational Developer, Centre for Teaching and Learning, University of
Alberta
How do we as educators, Indigenous and non-Indigenous, work as allies to create an engaging
learning environment for Indigenous and non-Indigenous students and faculty (Battiste, M., 2013)?
As Educational Developers, how do we use the platform of professional development to engage our
colleagues in meaningful and transformational learning about Indigenous worldviews? This
workshop will showcase how the Truth and Reconciliation Commission’s 94 Calls to Action can be
the framework to guide institutions with Indigenization of the academy. Participants will engage
with Indigenous ways of knowing, being, doing and researching as a model for decolonizing
education (Manitoba First Nations Education Resource Centre, n.d.) as Indigenous teachings will be
shared.
Using Indigenous research methodologies as the lens through which we view and reflect on our
practice (Kovach, M., 2010) we will explore strategies for Indigenizing courses and creating a space
that is respectful to Indigenous peoples’ historical and contemporary realities (Tuhiwai Smith, L.,
2012). Visionary prospects (the vistas)
Pre-Conference 1C: Room HHB128 Demystifying Educational Development Evaluation with an Action Research Approach
Facilitator: Robin Mueller, Educational Development Consultant, Taylor Institute for Teaching and
Learning, University of Calgary
Many educational development centers on the postsecondary landscape face an imperative to
evaluate both their practices and institutional impacts. There is a burgeoning body of research and
literature that supports this effort, by way of various processes, models, and frameworks
(Amundsen & Wilson, 2012; Bamber & Stefani, 2015; Chalmers & Gardiner, 2015; Wright, 2011).
However, in practice the application of these approaches is often complex and demanding, requiring
an intense degree of granularity and a dedicated effort from those involved in the evaluation.
Centers often end up overwhelmed with data, faced with the daunting task of communicating
evaluation results to multiple audiences. Evaluative needs vary from campus to campus, and some
centers may indeed require such an intensive effort, particularly within regulatory environments.
However, in many cases evaluation needn’t be so complicated! In this workshop, participants will
be introduced to the action research model of evaluation used at the University of Calgary’s Taylor
Institute for Teaching and Learning to assess educational development impact at a variety of
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programmatic and institutional levels, in a way that is straightforward, easily resourced, and
adaptable for communication to a range of audiences.
Participants will:
Learn about theory informing the action research approach to evaluation (Baumfield et al.,
2013; Mertler, 2009)
Have the opportunity to critically assess examples of evaluative efforts that have used this
model; and,
Engage in the process of designing an action research evaluation protocol.
Participants will leave the workshop with an action research-oriented plan for engaging in
educational development evaluation at their home institution. Visionary prospects (the vistas)
Afternoon Pre-Conference Sessions Wednesday, February 14th, 2018 1:30 pm – 4:30 pm
All Pre-Conference sessions will take place in the Harry Hickman Building (HHB)
Pre-Conference 2A: Room HHB110 Engaging with truth and reconciliation: Thinking through the role of educational developers as
allies in responding to the calls to action
Facilitators: Lauren Anstey, eLearning and Curriculum Specialist, Western University; Kathleen Bortolin, Curriculum, Teaching and Learning Specialist, Vancouver Island University; Travis Freeman, Educational Developer, Faculty and Curriculum Development Centre, Ontario College of Art and Design University; Marilyn Funk, Curriculum, Teaching and Learning Specialist, Vancouver Island University; Trevor Holmes, Senior Instructional Developer, Research and Faculty Programs, Centre for Teaching Excellence, University of Waterloo; Curtis Maloley, Educational Developer, The Learning & Teaching Office, Ryerson University; Aaron Moore, VIU students and Su'luqw'a' Community Cousins; Sheldon Scow, Nu’yam’tsa; Sylvia Scow, Aboriginal Project Coordinator and Elder Support, VIU; Rebecca Taylor, Educational Developer, The Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching, McMaster University; Marie Vander Kloet, Assistant Director, Centre for Teaching Support and Innovation/Teaching Assistant Training Program, University of Toronto; Xulsimalt, VIU Elder-in-Residence This session includes an Indigenous Circle facilitated by Xulsimalt (VIU Elder-in-Residence), Sheldon Scow (Nu’yam’tsa), Aaron Moore (VIU students and Su'luqw'a' Community Cousins), and Sylvia Scow (Aboriginal Project Coordinator and Elder Support, VIU). The circle will begin with protocol and will move toward an interactive discussion on issues of Indigenous teaching and learning in higher education. Amid the enduring momentum of Truth and Reconciliation, many non-Indigenous educational developers are becoming increasingly aware of their potential as allies in supporting Indigenous perspectives in higher education. Well-positioned in the midst of this remarkable shift, many of us are struggling to understand how to respectfully and meaningfully support this shift in our work and within our institutions. How do educational developers un/re-learn the colonial histories that frame our work and worldviews? How do we prepare to support colleagues in seeking change on
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campuses and beyond? We bring these questions forward, not as experts, but as colleagues and peers similarly grappling with how to take up the emerging roles that we are taking on amid this shifting landscape. For the past year, an Action Group of EDC members, both Indigenous and non-Indigenous educational developers, have been meeting, reflecting, and discussing how we do the work of reconciliation. In this pre-conference workshop, we begin with introductions that situate ourselves in relation to the places and people from which we come. We will engage in discussions around our diverse and varied institutional cultures and share the ways in which our teaching and learning centres are shifting amid the momentum of Truth and Reconciliation. We will discuss the importance of collaboration in this work, citing our own experiences, and eliciting stories from others. Building on these discussions, we move toward reflecting more broadly, on our larger institutional contexts, and considering the frameworks, or lack thereof, that support this work. All of these activities intend to move us toward considering our own calls to action. We hope that participants leave this session with clarity and inspiration, and ideas that constitute their own personal and professional calls to action that they can begin to engage with amid this shift. We welcome all our colleagues, Indigenous and non-Indigenous, to join us in these discussions. Thought-provoking (the prickly and perplexing), Transformational (the waves of change)
Pre-Conference 2B: Room HHB116 Curriculum developers’ meeting and sharing of ideas Facilitators: Patti Dyjur, Curriculum Development, Taylor Institute for Teaching and Learning, University of Calgary; Frances Kalu, Curriculum Development, Taylor Institute for Teaching and Learning, University of Calgary In addition to regular educational development work, such as consultations and workshops, curriculum developers also provide guidance on curriculum review, renewal, and development of innovative new programs. Depending on the size of the institution, there may be only one or two people at their institution who specialize in this type of work. Conferences such as the Educational Developers Caucus provide the perfect opportunity for curriculum developers to meet, discuss issues, and share resources and ideas that are critical to strengthening their work. This pre‐conference workshop is for educational developers who work in the area of curriculum review and/or curriculum development. Bring your business cards, resources, and questions to this session focused on curriculum! The purpose of the session is multi‐fold. In addition to meeting one another and talking about the work that we do, we will set priorities for the afternoon. Once we have determined the topics of greatest interest, we will split into two or three groups to discuss an aspect of our work in more detail. Possible topics include:
Tools and strategies for conducting curriculum mapping
Qualitative data collection methods used in curriculum review
Challenges and strategies with Scholarship of Curriculum Practice, or SoTL‐Curriculum
Involving students in curriculum review
Other topics as identified by the group Transformational (the waves of change), Visionary prospects (the vistas)
Pre-Conference 2C: Room HHB120 Principles of good practice in publication: The inside track for educational developers
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Facilitators: Nancy Chick, Academic Director, Taylor Institute for Teaching and Learning, University
of Calgary; Peter Felten, Executive Director, Center for Engaged Learning, Elon University (US); Celia
Popovic, Director, Teaching Commons, York University
Current editors from three journals (Innovations in Education and Teaching International, International Journal for Academic Development, and Teaching & Learning Inquiry) will demystify the process of getting published in a journal. They will assist participants in identifying elements of “fit” for different journals, equipping them to submit their own articles to the most appropriate journal(s). Participants will also learn about key criteria for acceptance, and practice applying what they’ve learned to a current or potential project. Visionary prospects (the vistas)
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Conference Day 1: Thursday, February 15
Poster Session – David Lam Foyer, MacLaurin Building
The following 45-minute poster session will take place on Thursday, February 15 from 10:15 am –
11:00 am. The posters will remain up for the duration of the conference so that you can visit
repeatedly.
Poster 1: The Canadian context of faculty development programs for teaching online in PSE
Authors: Kasey Fulton, Learning Designer, Centre for Teaching and Learning, Red Deer College;
Alison Jeppesen, Learning Designer, Centre for Teaching and Learning, Red Deer College;
Jennifer Thomas, Learning Designer, Centre for Teaching and Learning, Red Deer College
Abstract: Teaching and learning centres at colleges and universities across the country have
developed programs that are designed to prepare faculty to step into the classroom. Many of these
programs focus on teaching in a face-to-face setting. At the same time, there has been an explosion
in online course and program offerings with “about 1,000 online courses … added every year for the
past three years” at Canadian universities (Global Affairs Canada and EduConsillium, 2015). This EDC
Grant-funded study seeks to explore the current state of educational development programming
aimed at preparing faculty and teaching assistants to teach online. How have educational
developers responded to the need for instructor development in online teaching? How does this
growth in online teaching connect with the offerings of teaching development programs? The poster
presentation will showcase preliminary findings meant to assess the current state of Canadian
educational development programming aimed at preparing faculty for teaching in an online
environment. Transformational (the waves of change)
Poster 2: The Studio Sentinel: Building community through a faculty development newsletter
Authors: William Kay, Educational Developer, The Studio for Teaching and Learning, Saint Mary's University; Jonathan Shaw, Educational Developer, The Studio for Teaching and Learning, Saint Mary's University
Abstract: A needs analysis conducted by the educational development unit within The Studio for
Teaching and Learning at Saint Mary’s University in Halifax identified a need to develop effective
platforms to communicate information and showcase faculty teaching, learning, and scholarship
initiatives. Educational Developers William Kay and Jonathan Shaw responded to this need by
developing a new and engaging newsletter with a mandate to promote teaching excellence,
educational leadership, and the scholarship of teaching and learning throughout their university.
Although newsletters tend to be a standard practice within most higher educational teaching and
learning support units, The Studio Sentinel has proven itself unique in cultivating a renewed
community of practice around the concept of enhancing teaching and learning practice at Saint
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Mary’s. In this poster session, the presenters will share information related to the concept of their
newsletter and how it has led to some inspiring teaching and learning initiatives. Feedback from The
Studio Sentinel contributors will also be shared and illustrate this newsletter’s impact on helping
these educational developers “gain an edge” on brokering relationships with faculty members at
their institution. Transformational (the waves of change), Visionary prospects (the vistas).
Poster 3: Extending our reach: Showcasing teaching excellence through podcasting
Author: Julie A. Mooney, PhD candidate, Faculty of Education, University of Alberta Abstract: This poster presentation sets out to engage in collegial exchange by sharing the author’s
professional experience using podcasting as a medium for reaching a wider audience. This
presentation aims to inform and inspire by using the graphic novel (comic strip) literary genre to tell
a behind-the-scenes story of the creation and production of Teaching Strides, a podcast series that
showcases excellence in higher education teaching practice. The story is told through the eyes of the
author, an educational developer who proposed, designed, hosted, and produced the podcast
series, in collaboration with colleagues in the Academic Development Centre at Mount Royal
University. Participants in this poster session will be invited to engage with the Teaching Strides
story, learn about the process for developing a podcast series, reflect on the application of
podcasting to educational development initiatives in their own contexts, and explore the potential
reach of podcasting as an educational development approach. Visionary prospects (the vistas)
Poster 4: Dialectic positionality: Examining the role of educational developer as faculty member
Authors: Natasha Kenny, Director, Educational Development Unit, Taylor Institute for Teaching and Learning, University of Calgary; Meagan Troop, Educational Development Team, Centre for Teaching and Learning, Sheridan College
Abstract: Educational development has grown as a field of practice, leadership, and scholarship (Kenny & Taylor, 2017; Taylor & Rege Colet, 2010). In our poster session, we will explore an intriguing phenomenon within the landscape of educational development; that is, the appointment of Educational Developers (ED) as faculty and academic staff members. In particular, we are curious about the opportunities and challenges associated with the dialectic positionality of faculty member and educational developer. Building from our first-hand experiences as educational developers in faculty roles at our respective institutions--Sheridan College (Ontario) and the University of Calgary (Alberta)--our intention is to initiate a conversation about the complex conceptual changes inherent to this role (Gibbs, 2013). Additionally, we will encourage participants to weigh in on this topic with consideration for the implications within their own institutional contexts, and more broadly within the field of educational development.
The poster session format will offer us the opportunity to present findings from an initial environmental scan and a literature review conducted on the topic. We will also share our perspectives as faculty members and will discuss the unique and common experiences that emerged for us as ED faculty members. Participants will have the opportunity to actively engage with a series of provocative questions and will be asked to generate ideas and feedback. Through a process of sharing local contexts and experiences, we will collectively consider the evolving
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orientation of the ED faculty position through the survey and analysis of our discourse, identity, and practice (Land, 2004). Transformational (the waves of change)
Poster 5: Using educational technology to enhance the experience of graduate assistants and teaching assistants
Authors: Pierre Boulos, Teaching and Learning Specialist, Centre for Teaching and Learning, and Special Advisor, Research Ethics Education and Internationalization, University of Windsor Research Ethics Board; Laura Chittle, GATA Network Coordinator, University of Windsor; Elizabeth Ismail, Co-manager, GATA Network, Digital Outreach Coordinator, University of Windsor Abstract: The Graduate Assistant/Teaching Assistant (GATA) Network is a collaborative initiative
supported jointly by the Faculty of Graduate Studies and the Centre for Teaching and Learning at the
University of Windsor. The Network creates and facilitates mentorship opportunities and
pedagogical resources to support GAs and TAs in their roles. The Network is currently developing
evidence-based online training modules to support GAs/TAs in their transformation from being a
student to being a teaching assistant. These training modules provide ‘how-to’ tips, teaching and
learning resources, and information on the various services offered at the University of Windsor. In
collaboration with faculty members, sessional instructors, and students from across campus, the
Network has been able to capture a collection of ideas and opinions on the challenges that GAs and
TAs face in their roles. This information is then used as a platform to inform the content and topics
of the training videos. Our next steps will involve creating modules around the training videos on
Blackboard, our institution’s learning management system. Eventually, we aim to provide
recognition for completed training modules through the use of certifications and/or badges. Future
research will involve tracking the usage and completion of these modules, as well as conducting
focus groups with GAs and TAs to help understand and improve on the effectiveness of this
technologically mediated environment. Transformational (the waves of change)
Poster 6: Expanding our reach through an innovative curriculum series
Authors: Patti Dyjur, Curriculum Development Specialist, Taylor Institute for Teaching and Learning,
University of Calgary; Frances Kalu, Curriculum Development Specialist, Taylor Institute for Teaching
and Learning, University of Calgary
Abstract: The curriculum review process at the University of Calgary is a mandatory process implemented for undergraduate and course-based Master’s-degree programs with the goal of improving teaching and learning through a clear emphasis on articulating, aligning and assessing learning outcomes for specific programs of study (University of Calgary 2015). As Curriculum Development Specialists, we provide consultative leadership to faculties undergoing the curriculum review process, through consultations, resource development, and invited presentations. In a bid to reach a wider audience, an innovative curriculum series was developed as a workshop series designed to convey the process, the foundational understanding behind the process and serve as community for conversations to occur amongst various faculties undergoing the curriculum review process. In this poster session, we will describe the six individual components of the curriculum review series, unpacking the expected outcomes for participants in the series. Although well received on campus and a staple on the workshop calendar for the past 3 years, we have also
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experienced challenges and identified how to mitigate against them, which we will describe in our poster. Visionary prospects (the vistas)
Poster 7: Echoes of poverty: Composing lives in higher education & Caste in a box: Silencing poverty-class higher education diversity policies
Author: Elaine Laberge, PhD student, Sociology, University of Victoria
Abstract: These poster presentations are based upon a nine-month narrative inquiry with three undergraduate students at a research-intensive Canadian university to understand how persistent childhood poverty shapes their experiences as they compose lives on the university landscape. I sought to understand their lived experiences narratively; that is, over time, social relations, and place (Clandinin & Connelly, 2000).
This research did not seek to develop a better definition of poverty, or contribute to existing (often economic) definitions of poverty, as this could have the effect of further reinforcing single stories of poverty (McKenzie, 2015). The purpose of this research was not to make generalizations or to quantify experiences (Clandinin & Connelly, 2000). To respect lived experiences, participants self-identified with their subjective definitions of poverty.
The main findings from this research are: (1) Persistent childhood poverty cannot be erased from participants’ embodied selves; that is, childhood poverty shapes an entire life (Adair, 2003); (2) The stigma and shame of poverty profoundly shaped participants’ university experiences (Fraser, 2015; Goffman, 1963; Tyler, 2013); (3) Assimilation to the middle class, higher education culture dominant ideologies are problematic for non-Indigenous participants; for Canadian Indigenous participants, assimilation beliefs are further traumatizing (Young, 2005), and (4) “Poverty-class” students are caste in a box through silencing higher education diversity policies. Visitors to these research posters will be able to engage in solutions-based discussions to ensure that “poverty-class” students are part of discussions not the object of discussions (Adair, 2003). In a safe and respectful manner, we will explore our lay beliefs about poverty and how our understandings influence pedagogy and policy. Thought-provoking (the prickly and perplexing)
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Concurrent Sessions # 1
The following 75-minute concurrent sessions will take place on Thursday, February 15 from 11:00
am – 12:15 pm.
Session 1A: ISW: Surfing the transformational waves of change on our new ‘board’ – the 2018 ISW handbook Room: HHB110
Authors: Russell Day, Teaching Professor, Psychology, Simon Fraser University; Janice Johnson,
Sessional Instructor, Adult Education Department, University of the Fraser Valley; Mavis Smith,
Education Developer, Curriculum Development and Program Renewal, Camosun College; Alice
Macpherson, Learning Strategist, Learning Centre, Kwantlen Polytechnic University; Glynis Wilson
Boultbee, Principal Consultant, Catalyst Consulting, Red Deer, AB
Abstract: As any surfer knows, the wave moves through the water, but the body of water remains in
(approximately) the same place. For nearly 40 years in Canada, one ‘constant’ in what is now called
Educational Development (ED), has been the transformational impact of the ISW (Instructional Skills
Workshop). From its beginning, the ISW has been a grassroots, subversive force helping instructors
think differently about their teaching and student learning. As the ISW spread across the country
and around the world, it was often the sharp edge that allowed a foothold for those committed to
improving teaching & learning and gave rise to some of the ED offices we have today. The thriving
ISW community is again on the edge as we introduce the first significant update to the ISW
Handbook in the last 25 years. During this ‘Q & A’ session (mostly for those of you who are ISW
Facilitators, but all are welcome), we will describe the iterative processes used by the 100+
contributors, explain the rationale for the changes, and then outline the key changes in the
Handbook (e.g., appropriate empirical and theoretical citations embedded in context throughout).
Join us in this celebration of the work of the community (many of you provided us with feedback),
discuss with us how the new Handbook will be used in different contexts (languages, cultures,
online, etc.), and plan with us the next steps in the continuing renewal of the ISW around the world.
Visionary prospects (the vistas)
Session 1B: Educational development on the razor’s edge…including the chef’s knives, the welder’s torch, and the paramedic’s Scissors Room: HHB116
Authors: Tim Loblaw, Coordinator, Teaching & Learning Enhancement, Bow Valley College; Jason
Openo, Director, Centre for Innovation and Teaching Excellence, Medicine Hat College; Mary Wilson,
Director, Centre for Academic Excellence, Niagara College
Abstract: Join three experienced Educational Developers from across Canada’s College sector in a
creative, human-centered design ideation session tailored to the exploration of future possibilities
for Educational Developers and teaching centres in Canada’s colleges. Currently, our three centres in
many ways mirror centres in the university sector, but should teaching centres and Educational
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Developers working in applied, vocational/technological (TVET) colleges and institutes offer all the
same programmes, resources, services and supports as Educational Developers in universities?
What are the unique needs, models, interests and opportunities for Educational Developers working
with post-secondary TVET educators? If TVET Educators possess a distinctive collective identity
because TVET teachers not only have “…to be experts in their subject with a sound understanding of
its pedagogy; they also need to have practical and up-to-date vocational expertise relevant to the
workplace,” (UNESCO 2014) then what are the considerations for EDs in TVET? What is vocational
pedagogy? Why might TVET “be all too often seen as the ‘poorer cousin’ of academic education”
(UNESCO 2014)? Is there a bias or prejudice against TVET that contributes to an undervaluing of its
complexity and are EDs vulnerable to this as well? There is, as yet, insufficient understanding about
the relative effectiveness of teaching and learning methods used in vocational education (Lucas,
Spencer and Claxton 2012), but models and insights are emerging and can inform conversations
about how EDs can best contribute to building understanding of vocational educator identity and
professional skills, deepening signature pedagogies and ensuring better learning experiences for
TVET students. Thought-provoking (the prickly and perplexing)
Session 1C: Turning data into action during a large-scale curriculum mapping project Room: HHB120
Authors: Clarke Mathany, Educational Developer, Open Learning and Educational Support,
University of Guelph
Abstract: You’ve gathered curriculum mapping data from over 400 courses that contribute to 25
different Bachelor of Science majors at one institution. Now, what do you do? The presenters
wrestled with this question over the last year and will share their successes and failures in this
session. Ultimately, this session will explore questions of how to engage faculty with curriculum
mapping data during a multi-department, multi-major curriculum mapping project.
The presenters will provide the context for a Bachelor of Science curriculum mapping project that
has recently completed at their institution. Participants will discuss examples from the workbook
disseminated to instructors and analyze the design of retreat sessions delivered to representatives
from multiple majors at a time. Successes and limitations of the approach used will be discussed.
Participants will have an opportunity to engage with colleagues in discussions regarding how to
effectively work with instructors to analyze curriculum mapping data and bring about improvements
to the programs they offer. Thought-provoking (the prickly and perplexing)
Session 1D: “Not now, not in this way”: A mantra for asserting our roles as educational developers when facing prickly curriculum contexts? Room: HHB128
Authors: Lauren Anstey, eLearning and Curriculum Specialist, Western University; Kim McPhee,
Teaching & Learning Librarian, Western University
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Abstract: As Educational Developers who support various curriculum activities across our campuses
(e.g. quality assurance and continuous improvement processes) we might each identify those
situations dubbed as ‘prickly’ - the complicated, tricky, or troublesome circumstances that have
caused us to pause and (re)consider our practices. This session will explore a series of prickly
problems, related to supporting faculty/departmental curriculum activities that have recently
challenged the presenters to maintain a healthy perspective on our work and assert ourselves in
staying true to our philosophy of practice. Through a case-based approach, participants will engage
with various prickly curriculum support incidents, ranging from demanding requests, strenuous
timelines, hidden agendas, and uncomfortable politics. Conversations will lead to the identification
of strategies for managing these problems strategically. The group will also discuss how prickly
problems invite us to reflect on, challenge, or expand our identities as educational developers. By
the end of the session, participants will be able to:
Evaluate prickly curriculum contexts for the complex factors that make them difficult;
Discuss with colleagues strategies for managing these contexts strategically;
Discuss the ways in which problematic curriculum contexts and our strategies for addressing
them reflect, challenge, or expand our identities as educational developers.
Thought-provoking (the prickly and perplexing)
Session 1E: “Xtreme” educational development: Reaching for high impact change Room: MACD107
Authors: Marilyn Funk, Centre for Innovation and Excellence in Learning, Vancouver Island
University (VIU); Jonelle Knowles, Professor, Hospitality Management, Vancouver Island University;
Christine Reimers, Curriculum, Teaching and Learning Specialist, Centre for Innovation and
Excellence in Learning, Vancouver Island University; Bill Roberson, Curriculum, Teaching and
Learning Specialist, Centre for Innovation and Excellence in Learning, Vancouver Island University
Abstract: Fostering changes in how faculty teach can be hit or miss. Unless motivation for change is
already high and the path to change is clear and manageable, the many forces aligned against
change will often win the day, even given extraordinary opportunities and irresistible ideas. This was
our experience—in our efforts to promote more effective course design—that led us to “Xtreme”
Educational Development (XED). Sorry, it’s not about cliff jumping and kite surfing. XED represents a
radical attitudinal shift in how we understand and carry out our role as change agents. Foremost, it’s
about removing the pedagogical “noise” that inhibits exploration and risk-taking. It’s also about
containing the risk of failure and blowback by framing the change process as concrete, measurable
steps on a clear journey with a vividly specific destination. In this hands-on workshop participants
will be asked to investigate some of these sources of noise and impediments to change, then begin
envisioning Xtreme strategies to overcome them. During the discussion the facilitators, among
whom are both educational developers and faculty members who have participated in “Xtreme”
programming, will offer their own experience as a case that illustrates this approach. Workshop
participants should emerge from this session with specific ideas and tools for putting into place
educational development programming that truly ensures high impact. Thought-provoking (the
prickly and perplexing), Transformational (the waves of change)
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Session 1F: "I don't know what I know" - we can help! Room: MACD114
Authors: Vandy Britton, Department Head, Teacher Education, University of the Fraser Valley; Lucki
Kang, Field Education Coordinator, UFV School of Social Work and Human Services, University of the
Fraser Valley; JoAnne Nelmes, Associate Professor, Nursing (BSN) Program, University of the Fraser
Valley; Linda Pardy, co-founder of the Pardy Group, University of the Fraser Valley; Maureen
Wideman, Director, Teaching and Learning Centre, University of the Fraser Valley
Abstract: Based on recent data collected at this university, it is apparent that students are leaving
our institution not able to articulate what they have learned. In addition, the data collected
illuminated a gap in faculty explicitly assisting students to connect classroom learning to the
knowledge and skills that employers are demanding. This research is supported by the recent work
of Harrison (2017), Markauskaite and Goodyear (2016), and a Brock University study of psychology
majors (Martini, Judges & Belicki, in press). As educational developers what can we do to enable
faculty to recognize the importance of epistemic fluency to ensure our students are able to
recognize their own learning and transfer it to other situations? This presentation brings together
educators, engaged in knowledge-practice educational design, teaching, and research to present
and facilitate an interactive discussion around instructional innovation in emerging knowledge-
practice work. Thought-provoking (the prickly and perplexing)
Session 1G: Exploring course-focused experiential learning practices: Possibilities for learning and development Room: HSDA250 Authors: Nectaria Karagiozis, Educational Developer, Experiential Education at the EDC, Carleton
University; Jaymie Koroluk, Assistant Director, Educational Development Centre, Carleton University
Abstract: Experiential leaning is a high impact practice that promotes learning through critical
reflective practices and collaborative experiences. Experiential learning starts with the experience
and continues with the reflection, analysis and evaluation of the experience. It is through
Experiential Learning that learners acquire knowledge and skills, which are essential for critical
thinking, meaning making, and problem solving (Bruenig, 2005). This workshop will focus on
concrete examples of experiential learning practices in the classroom context. Participants will
become familiar with Kolb’s stages of the experiential learning cycle (Kolb, 1984) and will reflect on
the application process of various course-focused experiential learning activities. They will also
explore the challenges of incorporating interactive experiential activities within the classroom and
ways to tackle pitfalls in order to enhance the learning potential for the students. The format of the
session will be an interactive workshop and participants will have the opportunity to reflect on prior
experiential learning engagements, participate in group experiential activities and evaluate the
application of the suggested classroom-focused experiential learning practices. They will also reflect
on how educational developers can gain an edge in the field of experiential education. Relevant
opportunities for practices and initiatives that promote educational developers’ professional
capacity and leadership role will also be highlighted. Visionary prospects (the vistas)
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Session 1H: Teeter-totter experiences and resilience in educational development Room: HSDA264
Authors: Jean Gabin Ntebutse, Professor, Faculty of Education, Université de Sherbrooke; Erika
Kustra, Director, Teaching and Learning Development, University of Windsor and EDC Chair; Marie-
Jeanne Monette, University of Windsor; Alan Wright, Vice-Provost, Teaching and Learning,
University of Windsor
Abstract: Many educational developers experience major challenges and even a certain sensation of
teetering on the brink at some point in their professional careers. Developers may experience, on
occasion, a condition which could be observed as a sway or pitch or a stagger and stumble, yet the
developer may ignore or deny the symptoms, choosing to keep calm and ed develop along. How can
we adopt strategies to recognize these conditions, analyze the causes, and take steps towards
positive change? Turning to current work from the UK on what the practitioners describe as
“Pedagogic Frailty” (Kinchin, 2017), this session launches a model accenting the positive with the
revised title of “Pedagogic Resilience”. “Pedagogic Resilience” describes shared regulative discourse
linked through agentic engagement to locus of control as an avenue of resilience and, eventually, to
a state of professional and personal well-being. The goals of this session include prompting
participants to describe and to pool past or current major challenges or ‘failures’, to grapple with
the potential of the “Pedagogic Resilience” model as a means of analysing and approaching a
bothersome or precarious situation, circumstance, or event, and to adopt or promote potential
pathways to resilience and well-being. The session facilitators will provide further resources related
to educational developer as well as faculty resilience drawn from a wide variety of professional
environments. Transformational (the waves of change)
Session 1I: EDs abroad: Problematizing international educational development through personal reflections Room: HSDA270
Authors: Debra Dawson, Director, Centre for Research on Teaching and Learning in Higher
Education, Adjunct Research Professor, Western University; Lianne Fisher, Educational Developer,
Centre for Pedagogical Innovation, Brock University; Jill Grose, Director, Centre for Pedagogical
Innovation, Brock University; Natasha Hannon, Manager of Educational Development, Niagara
College
Abstract: Perched on the edge, scanning the global educational development landscape, is both
terrifying and exhilarating. Some scholars have described the practice of educational development
abroad as “…the ultimate contested, unstable space and the ultimate extension of our thought and
practice (Lee, 2011).” Reflecting on what we do at home, in our pedagogies of place, and what we
do abroad can create complex questions and emotions about purpose, identity, role, culture and the
nature of educational development work. In this way, international educational development work
can be described as a ‘fracture or fault line’ for our profession – a liminal space that pushes us to
deconstruct certainties and develop new understandings of ourselves and our work (Manathunga,
2006; Bovill et al., 2015).
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This session explores the critical reflections and narratives of four educational developers who
attempt to unpack what it means to do educational development work in lands not our own.
Participants in this symposium will be invited to: a) Consider how a mix of perspectives that span the
continuum from isolationist to post-colonial influence educational developers working abroad, and
b) analyse their own personal perspectives and conceptions of international educational
development work through the reflections of their peers. Thought-provoking (the prickly and
perplexing), Transformational (the waves of change), Visionary prospects (the vistas)
Concurrent Sessions # 2
The following 60-minute concurrent sessions will take place on Thursday, February 15 from 2:15 pm
– 3:15 pm.
Session 2A: A collaborative self-study of postdoctoral scholars on the edge of teaching and learning Room: HHB105
Authors: Kimberley Grant, Taylor Institute for Teaching and Learning, Teaching and Learning,
University of Calgary; Kiara Mikita, Postdoctoral Scholar, Taylor Institute for Teaching and Learning,
University of Calgary; Lorelli Nowell, Eyes High Postdoctoral Scholar, Taylor Institute for Teaching
and Learning, University of Calgary
Abstract: Broadly speaking, postdoctoral scholars engage in mentored research and scholarly
training for the purpose of developing their intellectual independence, academic excellence, and
entrepreneurial skills (Jadavji et al., 2016). To support the University of Calgary’s goal of
strengthening development opportunities for graduate students and postdoctoral scholars, the
Taylor Institute for Teaching and Learning recently took a bold step by investing in three new
postdoctoral positions. In these roles, we—the three new postdoctoral scholars—lead initiatives,
programs, and research related to educational development and scholarship of teaching and
learning (SoTL) while helping to raise the profile and improve the quality of teaching and learning in
the postsecondary sector (Kenny et al., 2017). As postdoctoral scholars in non-traditional fields, we
find ourselves working on the edge of new territory–a space full of possibility, and sometimes,
challenge. The novel positions that we occupy afford us a unique opportunity to reflect upon this
liminal space in a collaborative approach to self-study. Self-study promotes reflective engagement,
and our collaborative approach seeks insights and experiences relevant to other postdoctoral
scholars (see, for example, the SoTL self-study by Foot, Crowe, Tollafield, & Allan, 2014), to
educational developers, to SoTL practitioners, and to institutions interested in supporting postdocs
and advancing collaborative research and inquiry in these areas. In this session, we will describe our
collaborative self-study methods as well as what we are learning about our own formation at the
intersections of educational development and SoTL (Felten & Chick, in press). Transformational (the
waves of change)
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Session 2B: Educational development for critical hope Room: HHB110
Authors: Shannon Murray, Professor, Department of English, University of Prince Edward Island;
Jessica Riddell, Stephen A. Jarislowsky Chair of Undergraduate Teaching Excellence, Bishop’s
University
Abstract: Higher education, education generally, may be the most hopeful of professions, though it
can be difficult to direct that hope fruitfully and maintain it against resistance and systemic barriers
to change. The presenters are developing a framework for teaching literature that builds on the
work of Friere, hooks, Palmer, and Caputo to encourage “critical hope” in our students through their
reading of challenging texts like Shakespeare. Unlike what Jeffrey M. R. Duncan-Andrade calls
“naïve” or “mythical hope,” critical hope combines a strong belief in the possibility that the world
can be better with a clear-eyed understanding of the work needed to get there: critical hope leads
to action, not just contemplation. Our hypothesis is that the same academic virtue that we want to
encourage in our students is essential in teaching faculty and in educational developers. In this
interactive workshop, participants will define critical hope within their own contexts, explore
strategies for supporting it in developers and instructors, and imagine designing educational
development programming to encourage it as an institutional virtue. Visionary prospects (the vistas)
Session 2C: A brave new world? Where big data meets significant learning Room: HHB116
Author: Allyson Skene, Teaching and Learning Specialist, University of Windsor
Abstract: Big data and learning analytics promise a brave new world where institutions of higher
education can continue to increase enrolments, while still delivering a customized, individualized,
and engaging experience for students (see e.g., van Trigt, 2016; HEC 2016; Campbell et al, 2007;
Long & Siemens, 2011). The combination of new access to student behavioral data trails, along with
demographic information will (it is said) allow us to more readily identify “at risk” students, target
personalized interventions to support those students, and evaluate course design, all through the
power of automated algorithms. The promise, however, also comes with risks (see e.g., Lawson et
al, 2016; Gašević, Dawson, & Siemens, 2015; Wise & Shaffer, 2015). When a dataset is large enough,
even the most spurious of correlations might be considered significant – at least from a statistical
standpoint – and the pathway from the “significance” in learning analytics to significant learning
(Fink, 2003) is not straightforward. Since learning analytics is intended to support evidence-based
practice, and results are used to justify both policy decisions and specific interventions, it is critically
important that we get it right. This workshop will provide an opportunity to explore where the “big
data” of learning analytics intersects with the pedagogically grounded concept of significant
learning. We will examine assumptions underlying approaches to learning analytics, identifying and
questioning constructs such as “engagement”, “at risk” and “success”, and the adequacy of
quantitative proxy measures for assessing significant learning. Thought-provoking (the prickly and
perplexing)
36
Session 2D: A space of our own: Architectural programming for teaching and learning centres Room: HHB120
Authors: Amanda Gatto, Visual Arts and the Built Environment Student, University of Windsor;
Veronika Mogyorody, Teaching and Learning Senior Fellow, University of Windsor
Abstract: Space is a creative and constructive enabler. It is often linked to performance,
collaboration, productivity, and innovation. The physical environment for many Teaching and
Learning Centres is past its prime, and requires re-evaluation within the context of today’s university
and college campuses. How do we improve the physical effectiveness of our centres for staff,
faculty, and students? How do we strengthen their highly-integrated nature within our institutions?
The spaces within our Centres should be seen as places of opportunity to add value to the overall
teaching and learning experience. In this session we will discuss the process of Architectural
Programming, and its role in the pre-design phase of retrofitting an existing space or creating a new
space. We will examine how it exposes participants to a range of alternative approaches when
visualizing spatial options and helps staff consider imaginative new directions. Architectural
Programming is inherently a team process and we too will engage participants in a set of short
exercises to help them prioritize their Centre’s values, identify its purpose(s), and determine the
functional efficiencies of their existing space. We will discuss the types of information gathering
used in Architectural Programing, focusing on the primary elements of interviewing, questionnaires
and group feedback sessions. Throughout the session our focus will be on enabling Teaching and
Learning Centres in gathering relevant data, and successfully integrating the various people/groups
within the Architectural Programming process. Thought-provoking (the prickly and perplexing)
Session 2E: Conceptualizing educational leadership: The teaching scholars’ perspective
Room: HHB128
Authors: Jacqueline Fields, PhD Candidate, Sessional Instructor, Faculty of Social Work, and
Research Associate, Taylor Institute for Teaching and Learning, University of Calgary; Natasha Kenny,
Director, Educational Development Unit, Taylor Institute for Teaching and Learning, University of
Calgary; Robin Mueller, Educational Development Consultant, Taylor Institute for Teaching and
Learning, University of Calgary
Abstract: Creating the conditions for educational leadership across post-secondary institutions is
essential to strengthening and sustaining the quality of teaching and learning environments (Bolden
et al., 2008; Keppell et al., 2010; Taylor, 2005). However, what we know about educational
leadership within postsecondary domains is most often situated within formal roles (Bryman, 2007).
Informal and collaborative leadership models have been underexplored in postsecondary settings.
Teaching Scholars programs offer a model to explore the potential for communities of teaching
peers who advance educational leadership by strengthening teaching and learning practices within
and across disciplines (Bryman, 2007; Trowler et al., 2005). In 2016, the University of Calgary
implemented a pilot Teaching Scholars Program aimed at establishing such a community of peers,
37
where informal educational leaders would serve as local-level champions to enhance teaching and
learning cultures beyond their individual classrooms and disciplines (Eacott, 2011; Roxå, &
Mårtensson, 2015). We have implemented a qualitative case study to generate in-depth insights
about our own Teaching Scholars’ conceptualizations and experiences of educational leadership,
specifically from the vantage point of their informal leadership roles.
These insights reveal unique characteristics of our Teaching Scholars Program, which we represent
with emergent pillars of educational leadership that were identified by program participants. After
we report on the results of this study, participants will have the opportunity to reflect on our
findings, critically assess our model of educational leadership, and identify how the research could
inform their educational development practice. The workshop will provide participants with space
and time to investigate how they might adopt and adapt our model to strengthen existing programs
and foster the development of educational leadership in their own institutional contexts.
Transformational (the waves of change)
Session 2F: Collaborations between K-12 and PSE learning communities: Educational development in the K-20 journey Room: MACD107
Author: Liesel Knaack, Director, Centre for Innovation and Excellence in Learning, Vancouver Island
University
Abstract: Educational developers play a vital role in assisting educators from both the K-12 and PSE
sectors achieve greater awareness and shared understandings of the full student learning journey.
What is that role and how is it taking shape across your area and institution? In a bold new direction,
Vancouver Island University (VIU), along with North Island College and 10 local K-12 school districts
are collaborating and building new connections for educators from both sectors to develop greater
awareness and shared understandings of student learning. How can educational developers
facilitate experiences for PSE and K-12 faculty members to explore pedagogy, design, assessment
and enhanced communication about each other’s curriculum? Come join in a discussion about the
impactful ways educational developers can work with both education sectors to build relationships
and a more fulsome understanding of K-20 learning journey. We’ll build a collection of participant
collaborations and ideas that are already working along with sharing some of our ideas that have
kick-started a beneficial relationship among many schools. We hope you will leave the session
excited about enhancing some K-20 collaborations in your area. Transformational (the waves of
change), Visionary prospects (the vistas)
Session 2G: Layered curriculum maps: An opportunity to reach new audiences Room: MACD114
Authors: Dianne Ashbourne, Educational Developer, University of Toronto Mississauga; Fiona Rawle,
Associate Dean, Undergraduate, Office of the Vice-Principal Academic and Dean, University of
Toronto Mississauga
38
Abstract: Curriculum maps provide explicit documentation and dissemination of the intended
connections between course and program expectations and what is taught and assessed. As such,
they have traditionally been tools exclusively created by, and shared with, faculty members to help
them design courses thoughtfully aligned with program goals. However, curriculum maps can help
make instructional choices more transparent, allowing students and staff to access information they
need to approach faculty to provide input or garner feedback, essential information for course
improvement. Curriculum mapping projects require major investment of educational developers’
time and energy, making opportunities to leverage this work to reach new audiences particularly
appealing. Our session will explore the potential of expanding the intended audience of curriculum
maps to break down some of the traditional boundaries between faculty, students and staff. We will
showcase the format we use for presenting curriculum maps so that the information can be more
easily utilized by staff and students. Session participants will be invited to join in a discussion about
new audiences for curriculum maps and to the share the formats for curriculum mapping currently
being used at their institutions. Visionary prospects (the vistas)
Session 2H: Drawing interest in SoTL research: Where do we go from here? Room: HSDA250
Authors: Mandy Frake-Mistak, Educational Developer, Teaching Commons, York University; Alice S.
N. Kim, Postdoctoral Researcher, Teaching Commons, York University; Geneviève Maheux-Pelletier,
Educational Developer, Teaching Commons, York University; Celia Popovic, Director, Teaching
Commons, York University
Abstract: The aim of this interactive workshop is to identify needs and share practical approaches
that educational developers can use to best support faculty who are engaging in scholarship of
teaching and learning (SoTL) research. In this session, we will ask attendees to consider this question
in reference to SoTL: where do we go from here? To stimulate a creative discussion and unleash
exciting or provocative solutions to the challenges experienced by our SoTL researchers, we will ask
attendees to work in groups to create an artistic rendition of their experiences of SoTL, using
drawing as an outlet to think outside the box. We will then present preliminary findings of our
research to showcase the personal journeys of faculty engaged in SoTL at our institution,
highlighting obstacles they overcame and lessons their experiences afforded them. We hope that
this conversation will encourage attendees to brainstorm about innovative practices to support and
engage in SoTL research at their respective institutions.
By the end of the proposed session, attendees will be able to:
1) Identify commonly expressed needs that arise in the process of supporting and conducting
research into the scholarship of teaching and learning by participating in an arts-based reflective
activity;
2) Describe potential solutions for the identified needs of their respective communities;
3) Brainstorm innovative ways of supporting and engaging in SoTL research at their institution
and/or with members of the community.
Thought-provoking (the prickly and perplexing)
39
Session 2I: Reimagining higher education landscapes as sites for social justice and equity Room: HSDA264
Author: Elaine Laberge, PhD candidate, Sociology, University of Victoria
Abstract: A troubling reality plagues Canada: poverty rates are increasing for the most vulnerable
Canadian populations—single mothers, people with disabilities, recent immigrants, and Indigenous
people (Government of Canada, 2016). In response, the Right Honourable Prime Minister Trudeau
mandated the creation of the Canadian Poverty Reduction Strategy to attempt to (re)address this
systemic injustice. This initiative includes a focus on access to higher education as a crucial
mechanism to reduce poverty and diminish the perpetuation of poverty across generations. There
are fundamental challenges facing equity, diversity, and inclusion (EDI) initiatives: (1) Social class
and poverty are absent in EDI discussions, and (2) The focus is on social characteristic silos (e.g.,
diversity/race versus diversity/sexual orientation) and “accommodation” beliefs that situate
“poverty-class” students as Other (Ahmed, 2012).
This interactive session will be of interest to a broad base of educators: professors, researchers,
teaching assistants, advisors, and administrators. Elaine will share the findings of a nine-month
narrative inquiry to understand how persistent childhood poverty shapes undergraduate students’
university experiences. Together we will: (1) Reflexively think about ways that we may be
contributing to Canadian universities as sites that perpetuate privilege (Brady, Blome & Kleider,
2016); (2) Consider ways we can reimagine higher education as landscapes for social justice and
equity, and (3) Collectively develop ways to shape EDI pedagogies, policies, and spaces that support
“poverty-class” students moving out of the shadows and margins of higher education landscapes so
their lived experiences and knowledge are honoured. Transformational (the waves of change)
Session 2J: A dialogue centered on the meaning of edges of practice Room: HSDA270
Authors: Barbara Berry, Educational consultant, Teaching and Learning Centre, Simon Fraser
University; Laura Kinderman, Associate Director, Bachelor of Health Sciences Program, Queen’s
University
Abstract: What is the meaning of academic development in relation to edges of practice? What is
the intent of practice at the edge? With an increasing push towards professionalization,
conversations about philosophies, positionality, and power are ever more important in professional
circles. As educational developers, we believe that close examination of our practices, assumptions
and theories will inform, guide, and strengthen our individual and collective future efforts to
advance the field.
Many of us experience internal conflicts regarding some of the work we do in educational
development, questioning both our roles and contributions. Yet too rarely do we have a chance to
discuss how our work is defined, how this work relates to the work of other allied professionals and
40
what conditions are required to advance individual and collective change. The rise of managerialism
in higher education is influencing the way professional work including educational development is
organized, structured, and enacted (Ball, 2003). There can be a misunderstanding of the work itself,
in particular in relation to the tensions between localized and centralized practice arrangements.
The demands for quality assurance and teaching performance often require conditions that are not
in place for the work that must be done by the academic community itself. Historically educational
developers supported individual instructors in a change process; however, the increasing
complexities in higher education call for principled action and a theory of change supporting
transformational practices in teaching and learning (Patton, 2017). These theories of change and
approaches to transformational change across dynamic systems and environments are not well
defined.
In this 60 minute workshop we will co-host a dialogue among participants engaging with key
questions that have emerged in our practices as educational developers. Participants will:
1. describe educational development practices in accordance with “disruptive” practices
(Roxa & Mårtensson, 2017; Mårtensson, 2015);
2. investigate how we are approaching the “edges” and boundaries of educational
development across our complex organizational social systems;
3. reflect upon assumptions that underpin our efforts to expose the conditions that influence
and shape educational development in complex and dynamic environments that call for
collective transformational change at the “edges” of practices (Loads & Campbell, 2015).
We anticipate a lively, thought-provoking and engaging dialogue. Thought-provoking (the prickly and
perplexing)
Concurrent Sessions # 3
The following 60-minute concurrent sessions will take place on Thursday, February 15 from 3:30 pm
– 4:30 pm.
Session 3A: Developing the "doubly invisible" in Canada: The prickly and perplexing issue of online contingent faculty Room: HHB105
Author: Jason Openo, Director, Centre for Innovation and Teaching Excellence, Medicine Hat College
Abstract: Since the 1970s, colleges and universities have tried to lower their expenditures through
the swelling employment of part-time instructors and the use of graduate students (Keller, 2008).
Almost all Canadian colleges and universities offer online courses, and online enrollments have
expanded at a rate of 10%-15% per year, and online learning now constitutes 12%-16% of post-
secondary education in Canada (World Conference on Online Learning, 2017). The growth of
contingent faculty plus the growth of online learning has created a growing class of “doubly visible”
(Meloncon, 2017) online contingent faculty. These instructors, like many faculty, may lack
pedagogical content knowledge as well as lack a firm background in best practices in online learning.
41
They may also work other jobs and at multiple institutions, making the delivery of professional
development more challenging. This issue is also one that is highly politicized and is emerging as a
social justice issue. Biro (2005) was one of the first researchers to observe that online adjunct faculty
need to be viewed as a growing and important subgroup of “faculty as learners.” This remains the
case. Zawacki-Richter and Anderson (2014) also note online faculty “bring many of the fears,
inhibitions, and bewilderment of students when first exposed to the very different context of
teaching in mediated and networked contexts." Using critical appreciative inquiry (Cockell &
MacArthur-Blair, 2011), this conversational session is designed to explore how the needs of this
growing and important subgroup of faculty are currently being addressed by Canadian educational
development units. Thought-provoking (the prickly and perplexing), Transformational (the waves of
change)
Session 3B: Addressing learner variability in vocational programs: Bringing skill-based education in from the edges of Universal Design for Learning Room: HHB110
Authors: Apryl Gill, Educational Developer, Centre for Academic Excellence, Niagara College;
Jennifer Martin, Educational Developer, Centre for Academic Excellence, Niagara College
Abstract: Universal Design for Learning (UDL) is an established educational framework focused on
accommodating all learners through a variety of learning opportunities. While UDL principles are
increasingly applied throughout various fields and levels of education, UDL practices remain
underutilized in vocational and skill-based postsecondary programs. The challenges associated with
vocational UDL implementation in programs such as welding, hairstyling, broadcasting, and
carpentry, arise largely from difficulties in establishing multiple means of learning and assessment.
The specificity of the outcomes associated with skill-focused programs complicates the application
of UDL and narrows the possibilities for learners to engage with content and demonstrate
competence, leaving some programs and students on the edge of valuable learning opportunities.
However, Educational Developers are in a strong position to provide encouragement and support to
faculty who teach into vocational and skills based programs. This interactive workshop will provide
participants with strategies to encourage and incorporate UDL practices into programs with
vocational outcomes. Participants in this session will leave being able to identify the challenges of
implementing UDL in vocational and skill-based programs, develop a range of approaches to
applying UDL to vocational education, and evaluate how these practices could be effectively
implemented across a variety of post-secondary programs. This workshop will offer hands-on
opportunities to engage with UDL principles and apply them to specific vocational cases through
case studies. Visionary prospects (the vistas)
Session 3C: The 3M National Teaching and National Student Fellowships: Advice for nominators and their teams Room: HHB116
Authors: Maureen Connolly, Professor, Physical Education and Kinesiology, Brock University; Debra
Dawson, Director, Centre for Research on Teaching and Learning in Higher Education; Adjunct
42
Research Professor, Western University; Erika Kustra, Director, Teaching and Learning Development,
University of Windsor and EDC Chair; Tim Loblaw, Coordinator, Teaching & Learning Enhancement,
Bow Valley College; Shannon Murray, Professor, Department of English, University of Prince Edward
Island; Michael Van Bussel, Assistant Professor, Kinesiology and Physical Education, Wilfrid Laurier
University
Abstract: For many educational developers, an important way to recognize creative, and bold
practices in higher education is to nurture, encourage, and support educators and students through
nominators for local, regional, and national awards. We recognize the sheer amount of work it takes
to craft a strong nomination; but educational developers can have a vital impact on their institutions
by seeking out and developing potential student and teacher nominees. In this interactive panel,
past members of the selection committees for the 3M National Teaching and Student Fellowships
will offer advice for choosing a nominee, assembling a team, crafting a strong nomination, and
avoiding common pitfalls. We will focus especially on the broadened eligibility for both fellowships
to the college as well as university sectors. Participants will be asked to think about their greatest
challenges as supporter of 3M nominees, and after their brief presentations, the panel members will
answer questions. Visionary prospects (the vistas)
Session 3D: Ratio of out-of-class time to in-class time: A challenge or an opportunity? Room: HHB120 Author: Samantha Pattridge, Associate Professor, Communications, University of the Fraser Valley
Abstract: While notable research has examined how students spend their time outside of class
(Babcock & Marks, 2010; Kember, 2004; Kember, Ng, Tse, Wong, & Pomfret, 1996, Kyndt,
Berghmans, Dochy, & Bulchens, 2014; McCormick, 2011; Skully & Kerr, 2014; Welker & Wadzuk,
2012), little of that research has focused on Canadian institutions, nor has it compared how the
reported time spent varies according to the discipline of specific courses. This session will highlight
the key findings of a study of 44 undergraduate classes across different programs and faculties at
one institution. The study asked students to self-report how much time they spent outside of class
doing work for the course, and on how that time breaks down into various learning activities:
assigned reading, unassigned reading, assigned problems/activities, writing, research, project work,
group work, exam preparation, and preparing for presentations. Students who participated in this
study reported spending less time than faculty might expect on activities such as reading, research,
writing, homework activities/problems, and exam preparation. This presentation will provide a full
summary of the survey results, and then will propose strategies for educational developers to use
this research and other studies (e.g. NSSE, Maclean’s) to support faculty members as they engage
with issues related to student time spent outside of class. Specifically, this research has implications
for course design, for faculty expectations of students, and for departmental curriculum discussions.
Thought-provoking (the prickly and perplexing)
Session 3E: Faculty as agents of change: Fostering leadership through a Faculty council
43
Room: HHB128
Authors: Kathleen Bortolin, Curriculum, Teaching and Learning Specialist, Centre for Innovation and
Excellence in Learning, Vancouver Island University; Maxwell Stevenson, Associate Director, Centre
for Innovation and Excellence in Learning, Vancouver Island University
Abstract: Whose job is it to lead change in learning and teaching? Is it the Associate Vice-President,
Academic? The Deans? Department Chairs? The teaching and learning centre? The answer is each of
these, but no change will ever be long lasting without buy-in from the faculty who are teaching at
the chalk face. Seeking a way to foster that very ownership, we established the Council on Learning
and Teaching Excellence, a group of faculty from all areas within the institution that works together
each year on different teaching and learning initiatives. Envisioned as a vehicle for faculty to lead
institutional change in teaching and learning, the Council provides structured support for engaging
in new initiatives, a platform to share evolving teaching practices, and an opportunity to lead
change.
In this session, we will chart the history of the Council, and how it has developed to suit both faculty
and institutional needs over its four-year history. We will also explore the challenges and
opportunities inherent in such an undertaking; our role as educational developers in the facilitation
of the initiative on a group and individual basis; and the future direction of the initiative. This year
has seen the greatest onus on faculty to lead change outside of their classrooms: leading the
implementation of Graduate Attributes, a key item in the institutions strategic plan. What can we
learn from this to enable more faculty members to start leading change in teaching and learning as
part of their professional practice? Transformational (the waves of change)
Session 3F: Teetering on the edge: A balancing act supporting faculty in the scholarship of teaching and learning Room: MACD107 Author: Whitney Ross, Educational Developer, Paul R. MacPherson Institute for Leadership,
Innovation & Excellence in Teaching, McMaster University
Abstract: Supporting faculty members requires careful consideration and deep understanding of the
contextualized factors that influence them as they navigate SoTL research - position within the
institution, disciplinary affiliation, experience with pedagogical research, and more. As educational
developers, we sometimes practice a ‘balancing act’ while negotiating the tensions and even morale
dilemmas that arise in social contexts between our own educational development practice, the
needs of individual faculty, and the institutional barriers that may interfere with the progress of
SoTL work at higher education institutions. Building upon research stemming from a non-traditional
SoTL leadership Fellowship program, this workshop will explore the ‘balancing act’ that educational
developers perform in fulfilling their commitments and dealing with emergent tensions while
navigating institutional structures and different social contexts that pose challenges to supporting
faculty in their SoTL endeavours. The session will begin by describing a non-traditional SoTL
leadership fellowship program, and will be followed by engaging participants in group discussions
to: a) describe how SoTL work is supported within their own institutions; b) identify any contextual
44
influences (e.g. culture, legacy, policies) that create individual/institutional challenges or barriers to
doing SoTL work; and, c) brainstorm practice insights and negotiation strategies that contribute to
educational developers gaining an edge. By the end of this session, participants will be able to:
• Identify and describe challenges faced in supporting faculty in SoTL research
• Consider their role in SoTL support and development within their own institutions
• Develop possible strategies and solutions for supporting faculty in SoTL research
Spectacular failures (the teetering on the edge), Thought-provoking (the prickly and perplexing)
Session 3G: Quality assurance and quality enhancement in British Columbia: A policy lever for learning and teaching Room: MACD114 Author: Lesley Scott, PhD student, Leadership Studies, University of Victoria
Abstract: This session seeks the views of all interested parties on the prickly and perplexing topic of
higher education quality assurance. How exactly does, or does, quality assurance impact quality
enhancement and the work of the educational developer in your institution? Quality assurance has
long, and often, polarized governments and academics across the world. Today it continues to be
controversial as both assurance and accountability measures evolve in tandem, both in Canada and
internationally. It is therefore important to remain aware of the formative influence of government
policy on efforts to improve pedagogic quality at university level. These efforts are often collectively
termed quality enhancement. As part of PhD study, this researcher seeks to interact with
participants to exchange information and views on the role of government in quality assurance in
Canada, in particular with regard to its formative impact on quality enhancement in the institution.
Questions will form the basis of discussion throughout. After a brief introduction, the session will
first focus on general knowledge of Canadian QA policy before moving to review a few specifics from
provincial policy documents. For example, what general information can you share about higher
education quality assurance in your own or other Provinces? What do you see as the implications for
institutional quality enhancement? Detail on international peers may be introduced, if appropriate,
to indicate where Canadian approaches fit overall. Select priorities from provincial policy
documents will then be introduced to be considered in a similar light. For example, how will, or will,
such documents finally impact the work of educational developers? One such document to be
considered will be the recent BC government Quality Assurance Process Audit (QAPA) (BC, AEIT,
2016). This introduces cyclical, external agency, quality assurance audit to BC’s traditionally exempt
public universities. Ultimate and underlying questions are: what do you consider governments in
Canada are contributing to quality enhancement in the universities? Could they contribute more or
better, and how would educational developers advise their respective Ministries to greatest benefit
in respect of their own work? Thought-provoking (the prickly and perplexing)
Session 3H: Leading from where you sit: Developing faculty members’ capacity in educational development practices Room: HSDA250
Authors: Liesel Knaack, Director, Centre for Innovation and Excellence in Learning, Vancouver Island
45
University; Bill Roberson, Curriculum, Teaching and Learning Specialist, Centre for Innovation and
Excellence in Learning, Vancouver Island University
Abstract: What if we told faculty members that they are all educational developers and can be part
of an institutional movement in changing teaching and learning? What if we helped faculty members
and administrators to be confident and leaderly in responding to and initiating significant change
teaching practices and student learning experiences across their Faculties and departments? What if
we did all of this without any release time, any appointment, or any compensation – just faculty
members and administrators doing their regular jobs but providing them with the tools and
knowledge on how to make the changes they desire? Would it work? Vancouver Island University is
trying to make a more significant impact on enhancing student learning by having faculty lead from
where they sit. Come hear why we embarked on this new mission for facilitating change and how
this is providing numerous benefits and unexpected wins. We’ll engage you in some of the activities
we do in our full day workshops to allow you to see how we build the narrative and rationale for
faculty taking on the role as an educational developer. In between activities, we’ll pose some
challenging questions for discussion. You’ll hear about some new ideas we have coming up and
leave with some ideas to implement at your own institution! Transformational (the waves of
change), Visionary prospects (the vistas)
Session 3I: Interventions to develop students’ adaptive attributions of success and failure Room: HSDA264 Authors: Anke Krey, Learning and Teaching in Higher Education (LATHE) graduate, University of
Victoria; Alicia Rippington, Senior Biology Lab Instructor, Biology, University of Victoria; Susan
Tasker, Associate Professor, Counselling Psychology Program, University of Victoria
Abstract: First-year students are most likely to experience the university environment as
challenging. While many factors contribute to academic achievement, focusing on what they can
change (causal attribution) might facilitate more effective learning and improve performance.
Causal attributions are linked to academic achievement of undergraduate students.
Current research explores how attributions affect students’ academic achievement and how
teaching about attributions can be incorporated in high school or university education. Educating
students about the way they attribute success and failure is one way for instructors, teaching
assistants, and lab instructors to empower students to take control of their learning. The purpose of
this workshop is to explore how instructors can support student learning by teaching them an
adaptive style of attribution. We will draw from our experience and findings from our research in a
laboratory component of a large first-year undergraduate biology course (484 participants). Our
study investigated if short 5-minute weekly interventions during one term can affect students’
grades and attribution of success and failure.
We will address our role as educators in considering students’ attributions in small and large group
discussion, sharing ideas about ways to change or foster student’s attribution of success and failure.
46
We will also elicit opinion if activities aimed at changing and developing students’ adaptive causal
attributions of success and failure should be a part of multiple undergraduate courses, and if so,
what this might look like in any course. Transformational (the waves of change)
Session 3J: Technology and transformation: Making choices for learning and teaching Room: HSDA270 Authors: Hayley Hewson, Learning Experience Designer, Technology Integrated Learning, University
of Victoria; Mariel Miller, Manager, Technology Integrated Learning, University of Victoria
Abstract: From phones to tablets, from screencasts to screen captures, educational technology has
become virtually ubiquitous in higher education. Instead of questioning if we should use technology
in the classroom, it is now critical to think about how and why technologies are being adopted. With
thousands of technologies and tools to choose from, how do faculty know where to start? Drawing
on models, examples of practice, and research literature, this workshop will provide an opportunity
to discuss how technology tools can be employed to meet learning and teaching goals. The
workshop will be highly interactive, with participants working through several group activities.
Knowledge sharing about current practices and priorities for different institutions will be essential.
How are you supporting faculty with the wave of technological change? Transformational (the
waves of change)
Concurrent Sessions # 4
The following 30-minute concurrent sessions (two 30-minute sessions back to back) will take place
on Thursday, February 15 from 4:45 pm – 5:45 pm.
Session 4A-1: Rethinking educational development programming: A story of lessons learned in the first year Room: HHB105 Authors: Jennifer Faubert, Educational Developer, The Paul R. MacPherson Institute for Leadership,
Innovation and Excellence in Teaching, McMaster University; Kris Knorr, Area Lead for Faculty
Development, MacPherson Institute, McMaster University; Rebecca Taylor, Educational Developer,
The Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching, McMaster
University
Format: Storytelling
Abstract: As our profession has grown, educational developers have borne witness to a significant
evolution in structure and format of the supports and services offered on their campuses over the
years (Sorcinelli et al., 2006). Like Millennial learners have different preferences for learning, so do
faculty members and instructors.
47
At McMaster University, we have been taking stock of instructors’ development needs, both in
terms of content and structure. Over the past two years we have reconceptualized educational
development for faculty and instructors. Moving from a traditional professional development model
of bringing faculty together for single-session opportunities around particular educational topics, we
now offer a three-part reflective seminar series model that allows continued interaction between
educational developers and their participants. As educational developers, we have stepped from our
comfort zone and onto the edge, in developing a program that challenges the norms of most
instructors’ conceptions.
In this session, we will use physical and virtual storybooks to share our process of understanding the
current educational development needs of McMaster faculty, and how we developed a responsive
program that now includes a certification element. We will discuss our initial successes, spectacular
failures, and learning moments with the growth of our new program. Finally, we will connect this
story to the story of teaching cultures at postsecondary institutions (Roxå, Mårtensson & Alveteg,
2011), and navigating the research versus teaching culture. Thought-provoking (the prickly and
perplexing)
Session 4A-2: Improving the first year teaching and learning experience project follow-up: How Trent implemented the research findings of the Centre for Teaching and Learning project Room: HHB105
Authors: Cathy Bruce, Dean of Education, Trent Online and the Centre for Teaching and Learning,
Trent University; Robyne Hanley-Dafoe, Educational Developer, Trent University
Format: 30-minute research
Abstract: Centres for Teaching and Learning provincially and nationally are continually adapting to
the ever growing scope of services offered to their respective institutions. Centres and Educational
Developers can play critical roles in supporting system improvements through collaborative
initiatives (Dawson, Britnell & Hitchcock, 2009; Harris, 2011). Our CTL has completed an inter-
disciplinary collaborative study: 1st Year Academic Experience Project. The goal of the research
project was to conduct a ‘360 degree’ scan of the first year learning experience from three
perspectives (instructors/ faculty, support staff and students) as well as to conduct a syllabus
environmental scan (92 first year courses were reviewed) in order to better understand the
complexities and varied perspectives of the experiences of first year students. Recommendations
and suggested strategies were made to address some of the challenges with 1st year course designs
and pedagogy. This session will highlight three main projects lead by the Educational Development
team which can be implemented at other institutions with your CTL at the helm. The projects
included a faculty development teaching spa retreat, a new first year foundation course hosted
through the CTL (ran in August 2017), and an annual professional learning community for
conducting Scholarship on Teaching and Learning entitled the Teaching Scholars’ Table.
Transformational (the waves of change), Visionary prospects (the vistas)
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Session 4B-1: Pathways and barriers to teaching and learning growth: The crucial role of department chairs in educational leadership and development Room: HHB110
Authors: Leslie Reid, Vice-Provost Teaching and Learning, University of Calgary; Jason Ribeiro, PhD
candidate, Werklund School of Education, University of Calgary
Format: 30-minute research
Abstract: Cultivating teaching and learning growth across an organization requires interconnected
networks at all leadership levels including the micro-, meso- and macro-scale (Williams et al. 2013).
Gibbs et al. (2008) identified the importance of department chairs (meso-level) in developing and
sustaining cultures of teaching excellence through nine clusters of leadership activities including
recognizing and rewarding excellent teaching and teaching development. In this research
presentation, we share findings from in-depth interviews with department chairs and academic staff
that explored the pathways and barriers to educational development within a faculty of science.
We conducted interviews with academic staff and department chairs to learn about their
educational development activities. Academic staff reported these activities enhancing their
practice, but that a lack of clarity around how their efforts are assessed by their department chairs
was a concern, and a barrier to continued participation. Interviews with department chairs revealed
a disconnection between the value they place on teaching development and recognizing this value
in the academic performance review process. All agreed that reform was needed but did not how
they could initiate reform at their local level. They shared uncertainty on how to recognize and
reward teaching development, but were willing to do so if given appropriate guidance. Our findings
identify a need for educational leadership support for department chairs, who play a key role in
supporting and recognizing teaching development. Targeted educational leadership development
focused on department chairs is an area where educational developers can have significant impact
on institutional teaching and learning culture. Thought-provoking (the prickly and perplexing),
Visionary prospects (the vistas)
Session 4B-2: Knowledge visualization as an educational development centre strategy: An evolving approach to strategic planning Room: HHB110
Authors: Vince Bruni-Bossio, Assistant Professor, Edwards School of Business, University of
Saskatchewan; Nancy Turner, Director, Teaching and Learning Enhancement, University of
Saskatchewan
Format: 30-minute research
Abstract: The Gwenna Moss Centre for Teaching and Learning (GMCTL) at the University of
Saskatchewan has used an approach strategic planning that draws on a process called Circle
Mapping (Bruni-Bossio, Sheehan, & Willness, 2016). A key tenet of this approach is the use of
49
knowledge visualization to articulate a strategy in a way that strives for clarity around complex
strategic change practices, provides a framework for collaborative strategic planning within a team,
as well as communication with stakeholders about the plan. The Circle Map strategy for the GMCTL
uses the frame of institutional levels of micro, meso and macro with strategies emanating from and
positioned within our local and global communities. These levels have been used to develop and
examine both our work and the change strategies that underpin them. Working deliberately at these
levels across multiple areas of service, we have aimed to be cognizant of the complexity of change in
teaching, learning and curricular practices and the necessity for any development to match local
needs and perspectives (Trowler & Baber, 2005).
This session will present aspects of the GMCTL strategy in its visual form and discuss the theoretical
underpinnings of it and the challenges and strengths that have come from utilizing a strategy
development model designed for the private sector in a public sector educational context. The
session will also provide opportunity for attendees to discuss the approach and relevance to their
own strategic planning processes. Thought-provoking (the prickly and perplexing), Transformational
(the waves of change)
Session 4C-1: Teaching at the edge: The role of educational developers in supporting contingent instructors Room: HHB116
Authors: Marion Caldecott, Adjunct professor, Department of Linguistics, University of Victoria;
Alice Cassidy, Principal, In View Education and Professional Development, University of British
Columbia; Mandy Frake-Mistak, Educational Developer, Teaching Commons, York University; Sherry
Fukuzawa, Sessional Lecturer III, Department of Anthropology, University of Toronto Mississauga;
Apryl Gill, Educational Developer, Niagara College
Format: Critical Cafe
Abstract: Contingent instructors, also known as sessional instructors and other names, hold full- or
part-time teaching positions for contractually limited time periods (Vander Kloet et al., 2017). They
constitute a diverse group who are taking on an increasing share of teaching in Canadian post-
secondary institutions (Brownlee, 2015; Dobbie & Robinson, 2008; Field, Jones, Stephenson, &
Khoyetsyan, 2014). Join us to explore the role of educational developers in supporting contingent
instructors (which includes the presenters) and the unique challenges faced by their precarious,
often tangential roles. Our previous research (Vander Kloet et al., 2017) highlighted how three
aspects of contingency affect contingent instructors’ ability to engage in scholarship of teaching and
learning (SoTL): 1) institutional knowledge, status, and role; 2) invisibility and isolation; and 3)
precarity. We invite you to share your experiences supporting contingent instructors or perhaps as
contingent instructors yourselves. We will examine how institutions do, do not or might support
contingent instructors from seeking out and benefitting from SoTL and aspects of educational
development. We look forward to brainstorming ideas with you. Resources will be shared after the
session. Thought-provoking (the prickly and perplexing)
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Session 4C-2: Cutting EDge: Just in time innovation and research Room: HHB116
Authors: Carol Appleby, Director, Professional Learning, Humber Institute of Technology and
Advanced Learning, Toronto; Mark Ihnat, Director, eLearning, The Centre for Teaching and Learning,
Humber College; Heidi Marsh, Director of SoTL, Centre for Teaching and Learning, Humber College
Format: Storytelling
Abstract: Innovation in the classroom takes time, but also courage. Recognizing this, the Centre for
Teaching and Learning at Humber College piloted a new collaborative approach to educational
development, entitled "Cutting EDge". In this model, the professional learning, digital learning, and
SoTL teams united to provide a support-rich opportunity for faculty to experiment with and
integrate a new technology-enhanced approach in their classrooms. The impact of the new
technology – as well as the process of development and innovation – was documented throughout
the semester, both with faculty and with their students. Levels of engagement and interaction as
well as attitudes toward SRS technology were overwhelmingly positive. Equally exciting were the
changes in practice that occurred among faculty. The process of innovation itself seemed, in many
cases, to be transformational. In this storytelling session, we will share not only the data we
collected, but also the lessons we learned from the first iteration of Cutting EDge. Participants will
hear how a collaborative approach to educational development supported faculty learning, enriched
teaching practices, and enhanced student engagement. This will form the launching point for a
discussion on new and innovative approaches to educational development that set faculty up for
success. Transformational (the waves of change), Visionary prospects (the vistas)
Session 4D-1: Whose experience is it anyway? Room: HHB120
Author: Paul Maher, Director of Teaching, NSCAD University or Nova Scotia College of Art and
Design
Format: Critical Cafe
Abstract: In 2017 the Nova Scotia College of Art and Design developed an Experiential Learning Lab
(ELL). This space provided an opportunity to engage stakeholders in open-ended and semi-formal
discussion on the nature of experiential learning. At several points within the engagement process it
became apparent that students’ perspectives on experiential learning activity diverged from the
perspectives of their mentors. Students often found this experience troubling.
The experiential nature of Art & Design education aligns with aspects Kolbs’ Experiential Learning
Theory (ELT), in particular celebrating individual learning styles and the holistic nature of learning
(Demirbas & Demirkan 2007, Barrett 2000). There is longstanding recognition self-reflective skills
are critical to enter creative industry where practice is fluid and innovation prioritized (Webster
2013, Schon 1983).
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Foundations of teaching practice in Art & Design education are based on the teacher practitioner
whose industry identity is sometimes at odds with teaching practices (Shreeve, 2009). Mentorship
as a result may follow traditional top-down approaches, which are potentially paternalistic (Barret,
2000), power based, too narrow in focus and may limit risk taking (Mullen, 2000).
This session seeks to explore new possibilities within mentorship relationships wherein the very
personal experience of learning is valued and contributes to the measuring of impact. Alternative
approaches of note, include the mentor as one: who asks questions rather than solves problems
(Gerkhe, 1988); who develops collaborative and synergistic relationships (Mullen, 2000); and who
guides the learner through their own self-reflective process (Webster, 2013). Thought-provoking
(the prickly and perplexing)
Session 4D-2: Seeds of change: Game-based learning at Camosun College Room: HHB120
Author: Marty Donatelli, Instructor, Camosun College
Format: 30-minute research
Abstract: This session presents an open source, online educational game developed and
implemented at Camosun College. Following the presentation participants will be able to: explain
the important elements of a game used for learning, articulate advantages and disadvantages of
game based learning, summarize important psychological principles of motivation underlying game
based learning, discuss an applied example of a game-based learning tool, identify risks and
challenges in developing an online tool, initiate a game-based learning tool at their own institution.
A Q and A session will follow the presentation. (Technology permitting, participants will be able to
interact with the game-based learning tool.) Transformational (the waves of change)
Session 4E-1: Teaching-focused mentorship and fellowship programs: Recommendations from a review of the literature Room: HHB128
Authors: Lauren Anstey, eLearning and Curriculum Specialist, Western University; Heather
Cruickshank, Research Associate, Western University; Beth Hundey, eLearning and Curriculum
Specialist, Teaching Support Centre, Western University; Gavan Watson, Associate Director,
eLearning, Teaching Support Centre, Western University.
Format: 30-minute research
Abstract: Teaching-focused mentorship and fellowship programs offer an approach to building
community and improving teaching effectiveness among post-secondary instructors. However, given
the diversity of program designs, deciding on a particular mentorship or fellowship model can be
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challenging. In this session, we take an evidence-based approach to investigating the design and
implementation of teaching-focused mentorship programs by conducting an integrative narrative
review of peer-reviewed literature on teaching-focused mentorship and fellowship programs. We
conducted a systematic search of peer-reviewed articles published in English between 1985 and
2015.
Our initial search of three databases yielded 3734 records,46 of which met our inclusion criteria.
Using NVivo software, we conducted line-by-line coding of each article selected for inclusion and
performed an analysis of the programmatic strengths, weaknesses, opportunities, and challenges
(SWOC analysis) of the programs described in these papers. Our appraisal of fellowship and
mentorship programs resulted in 10 recommendations that can be applied to the development and
implementation of programs at a single institution or across multiple institutions. A program,
informed by these recommendations, would offer opportunities for instructors to improve their
teaching effectiveness and help raise the profile of instructional work within their academic
networks. This research will be of particular interest to educational developers looking to
incorporate mentorship and community building into their programming. Transformational (the
waves of change)
Session 4E-2: Formative feedback for teaching development: Preliminary findings from a survey of Canadian teaching and learning centres Room: HHB128
Authors: Cheryl Jeffs, Educational Development Consultant, Taylor Institute for Teaching and
Learning, University of Calgary; Brit Paris, Research Assistant, Taylor Institute for Teaching and
Learning, University of Calgary; Ykje Piera, Learning Technology Specialist, Taylor Institute of
Teaching and Learning, University of Calgary
Format: 30-minute research
Abstract: What happens when you change the focus of feedback from instructor to student ― to
the instructor? Evidence shows good things can occur and that it is practical, doable, enhances
teaching and student learning (Hubbal & Clarke, 2011, Shute, 2008), and is a missed opportunity
(Gromally, Evans & Brickman, 2014). Our focus on formative feedback is that it is an intentional,
voluntary, developmental strategy for instructors to initiate and receive feedback about their
teaching with the goal of better understanding and improving student learning (Brookfield, 2015;
Smith, 2001; Weimer, 2013). Brookfield’s (1995) four lenses of reflection are drawn upon to guide
the focus of this study, whereby instructors seek feedback from peers, students, scholarship and
through self-reflection. There is a gap in knowledge about formative feedback in teaching
development; to address this we began a research project to identify formative feedback strategies
and techniques in Canadian teaching and learning centres. Educational developers were surveyed
and asked to define formative feedback and to provide examples. Preliminary results indicate there
are a variety of definitions and distinction of terms, and numerous formative feedback strategies
and techniques. The expected outcome of this research is to inform educational developers of
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examples and resources for their practice, and contribute to the development of the authors’ model
of formative feedback. Transformational (the waves of change).
Session 4F-1: Instructors’ perceptions of their ability to teach in their second language Room: MACD107
Author: Carolyn Samuel, Educational Developer (Academic Associate), Teaching and Learning
Services, McGill University
Format: 30-minute research
Abstract: Given the linguistically diverse instructor and student populations at Canadian universities,
mutually comprehensible oral language may not be a given. Indeed, instructors who are non-native
speakers of the language of instruction (NNSLIs) and students have acknowledged communication
challenges. Little is known, though, about how NNSLIs perceive their ability to teach in their second,
and these perceptions are important for their potential impact on student learning.
This session presents results from one part of an exploratory study that addressed this gap. Data
were collected through semi-structured interviews with participants (n=14) from English- and
French-medium Canadian universities. Thematic analyses of the data revealed that self-perceptions
of language ability may bear on instructional strategy choices. Additionally, NNSLIs described going
to great lengths to prepare their language for teaching and emphasized that this extra layer of
language preparation is especially time-consuming.
Following a presentation of the study results, participants will engage in a discussion about
implications, such as ways teaching support units might support NNSLIs, and in turn, support
student learning. To what extent should teaching support units at Canadian institutions offer ways
of addressing the communication challenges of teaching and learning on linguistically diverse
campuses? How might teaching support units address these challenges without stigmatizing
instructors? To what extent should Canadian institutions address student perceptions of their
instructors’ language abilities for teaching? Participants will leave with insight into the NNSLI
experience, and ideally, with the inspiration to continue the conversation on their own campuses.
Thought-provoking (the prickly and perplexing)
Session 4F-2: EDED: Educational development’s essential documents, or is there an ‘essential’ literature in our practice? Room: MACD107
Author: Russell Day, Teaching Professor, Psychology, Simon Fraser University
Format: Critical Cafe
54
Abstract: When I became involved in Educational Development (ED) many years ago, more
knowledgeable colleagues pointed to a few seminal articles like Chickering & Gamson’s Seven
Principles (1987) and later to books that would nurture my teacher’s heart, like Parker J. Palmer’s
The Courage to Teach (1997).
Recently, I tried, with the help of a few colleagues, to come up with a list of ‘essential literature’ that
supports the work we do in ED. As I reviewed all of the literature recommended, I realized that as a
discipline/profession, we might no longer be at the edge of a new and developing start‐up – we
might be a mature, established scholarly field, wherein individual specialization is becoming more
the norm.
An example illustrates the point: we now see the fracturing of our community into those engaged in
SoTL (Scholarship of Teaching & Learning) and those engaged in SoED (Scholarship of Educational
Development) – we have begun, as scholars do, to examine our own practices (Kenny et al., 2017).
Has ED as a whole discipline/profession moved beyond the need for a common ‘essential
literature’? If so – for what benefits and at what costs? If ED has not yet developed to that point,
what is the ‘essential literature’ that we would expect all neophytes to know before beginning their
practice? SoTL still recognizes its key theorists (e.g., Boyer, Shulman, cited in Simmons & Marquis,
2017), so what would be on your EDED list? Join me in this conversation and share your EDEDs – I
will share back! Thought-provoking (the prickly and perplexing)
Session 4G-1: Straddling the line: Navigating institutional tensions as an early career educational developer Room: MACD114
Authors: Dianne Ashbourne, Educational Developer, University of Toronto Mississauga; Jessie
Richards, Art Director, Curriculum Developer, University of Toronto.
Format: Critical Cafe
Abstract: This session will explore the challenges and advantages early career educational
developers face when working on the edge of two groups with different priorities: University faculty
and University administration. When the interests and priorities of these two groups are at odds, we
often find ourselves caught in the middle wearing many hats: the educator, the translator, the
mediator, the advocate (Wuetherick & Ewert-Bauer, 2012). Our role necessitates that we both
support initiatives that faculty are wary of, and that we build and maintain our credibility with
faculty.
How do we go about straddling this line? What challenges and opportunities does that position
create for early career educational developers? What strategies can be used to navigate that
position? In this Critical Café session, we will contribute to the ongoing the conversation around the
positioning of educational developers in the University environment by highlighting the particular
challenges of early career educational developers. We will share our perspectives as early career
educational developers and facilitate a discussion on the role of experience and reputation in our
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ability to work with and between the faculty and the administration. In order to facilitate a rich
discussion, we ask that participants come prepared to either share an experience or offer a piece of
advice for navigating that position. Thought-provoking (the prickly and perplexing).
Session 4G-2: From teaching to learning to teaching Room: MACD114
Author: Paola Borin, Curriculum Development Specialist, Ryerson University
Format: Critical Cafe
Abstract: In 1995 Barr and Tagg wrote an article describing a paradigm shift in higher education.
They suggested higher education strategies were moving from providing teaching (primarily
lectures) to learning (engaging students to bring about learning).
In recent years, we have seen a trend towards emphasizing the outcomes of student learning,
student engagement, and experiential learning. These developments suggest progress in the move
from teaching to learning. However, factors such as demographics, massification, politics, and
economics suggests there may be more to the story.
Additional factors may be influencing and reshaping the paradigm shift from teaching to learning.
The focus on student learning outcomes have led to an increased focus on evidence, measures,
measurement, and the setting of targets, potentially signaling a return to constraints associated
with the teaching paradigm. But what has really changed? If a transformation is taking place where
is it heading?
This session will engage participants in active small and large group discussion and debate about
whether the pendulum swing from teaching to learning may be changing direction. Thought-
provoking (the prickly and perplexing), Transformational (the waves of change)
Session 4H-1: A reciprocal mentorship model for student-centered development and design Room: HSDA250
Author: Laura Kinderman, Associate Director, Bachelor of Health Sciences Program, Queen’s
University
Format: 30-minute research
Abstract: With the recent upsurge in new and emergent educational offerings, we would like to
share a model for integrating students at the heart of the program development process. Reciprocal
mentorship (Gabriel & Kaufield, 2008) is a practice through which students and instructors support
each other’s growth through interaction and feedback (Darwin & Palmer, 2009).
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In the fully online Bachelor of Health Sciences Program at Queen’s University, we have embedded
reciprocal mentorship throughout the course and program development process. There are
numerous transformative benefits that instructors and students derive from mentoring one
another, which have also been validated in the educational literature (Ghosh, 2013; Devon &
Palmer, 2009). As Hixon (2008) stated in relation to team-based online course development, “The
strength of this model was that team members learned from one another, broadened their
knowledge base, and appreciated the strengths which the other members brought to the table”
(Hixon, 2008).
We have found that undergraduate and graduate students are well positioned to share their
expertise, define student needs, provide feedback, and assist with development-related tasks.
Students leverage their prior learning, both within higher education and the workplace, to make
thoughtful recommendations for relevant program innovations. Over the course of this session, we
would like to share elements of our training process as well as examples of the roles that our
students have assumed in working with directors, instructors, educational developers, and
instructional and graphic designers. Our students have successfully facilitated the development of
learning outcomes, designed effective assessments, sourced and collected pertinent supplemental
information, and participated in the quality assurance process.
We would like to engage participants in small-group activities and a set of discussion questions
about how to best employ reciprocal mentorship across a variety of settings. In the end, participants
will be equipped to begin incorporating reciprocal mentorship within a suitable course and/or
program development process. Transformational (the waves of change)
Session 4H-2: Trigger warnings may apply: Professional identity and personal crisis Room: HSDA250
Author: Tim Loblaw, Coordinator, Teaching & Learning Enhancement, Bow Valley College
Format: Storytelling
Abstract: Across the country, we are seeing more colleges and universities actively promote and
support mental wellness, particularly with respect to our students’ mental health and resilience. Our
institutions tend to support their own staff’s mental wellness through formalized employee
assistance plans. In light of all this, what role does mental wellness have on our identity, practice,
and resilience as educational developers? In this 30-minute session, hear the personal story of an
educational developer through a mental wellness journey. More importantly, hear how the lived
experience through another form of ED, advisory councils, and a ‘spectrum of engagement’
(International Association for Public Participation, 2006) brought a renewed focus to his practice and
resilience as an educational developer. Spectacular failures (the teetering on the edge)
Session 4I-1: Toward Indigenous economic reconciliation: Aboriginal Canadian Entrepreneurs (ACE) program Room: HSDA264
57
Author: Brent Mainprize, Teaching Professor, Gustavson School of Business, University of Victoria
Format: 30-minute research
Abstract: This session will focus on the unique design, development and delivery of the Aboriginal
Canadian Entrepreneurs (ACE) Program (which is a combination of experiential learning exercises,
mentorship and teaching from distinguished university educators and community leaders to ensure
Aboriginal entrepreneurs with the skills to build a sustainable business).
There is a false dichotomy and a real impediment to creating a well-grounded framework and the
practical tools to teach Entrepreneurship and positively affect change for Aboriginal Communities in
Canada.
Mainstream entrepreneurship is focused upon the commercialization of innovation within an
individualism paradigm (i.e. “I will increase my personal wealth.”) A prime motive for Indigenous
peoples’ desire for self‐ determination is preservation of heritage within a collectivism paradigm (i.e.
"Increasing the wealth of our community and the richness of our culture”). The superficial
temptation is to classify First Nations’ heritage orientation as “looking back at our collective history”
and contrast it with the mainstream entrepreneurship ethic of “looking forward toward individual
opportunities.” This is a false dichotomy and a real impediment to creating a well‐grounded
framework and the practical tools to teach Entrepreneurship and positively affect change for
Aboriginal Communities in Canada. The challenge is to understand the dynamic potential inherent in
heritage and a collectivism paradigm, not simply regard it as a roadblock to future‐oriented
commercial development.
This session reports an approach to Indigenous Economic Reconciliation through the Aboriginal
Canadian Entrepreneurs Program (ACE) (see www.iamace.ca), of UVic’s Gustavson School of
Business and the Aboriginal‐ owned Tribal Resources Investment Corporation (TRICORP). The ACE
program is national and internationally recognized for 2 key innovations: (1) delivering in Indigenous
community, and (2) integration of Aboriginal cultural elements into the curriculum from the
Aboriginal perspective. Visionary prospects (the vistas)
Session 4I-2: Addressing the UN sustainable development goals through teaching and learning community-based research (CBR): the case of the Knowledge for Change Consortium (K4C) and its mentor training program Room: HSDA264
Authors: Budd Hall, Professor, School of Public Administration, University of Victoria; Walter Lepore,
PhD candidate, School of Public Administration, University of Victoria
Format: 30-minute research
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Abstract: We present and discuss a global partnered training project, the K4C Consortium, which is
an initiative of the UNESCO Chair in Community Based Research and Social Responsibility in Higher
Education, under the joint leadership of UVic (Canada) and PRIA International Academy (India). The
K4C Consortium contributes to the training of a new generation of knowledge workers and students
in the theory and practice of CBR. It is further to provide an international communication network
on knowledge democracy, justice and equity as a contribution to local, national and global
challenges such as the United Nations Sustainable Development Goals (SDGs). In a structured
research presentation format we will address the following questions: (a) What empirical evidence is
there that CBR strategies can be valuable in the attainment of the UN SDGs? (b) What have we
learned about the questions of scale that need to be answered for CBR to be more effective at
national and international levels? (c) What kinds of support do civil society organizations need to be
able to be effective partners with academics in policy change? (d) If CBR is to be pursued vigourously
as a strategy to meet the SDGs, what are the existing organizational models and funding implications
involved? (f) How can we assess the impact of co-created knowledge to address the UN SDGs?
We will focus on one of the key components of K4C: the Mentor Training Program (MTP), a 21-week
course designed by the UNESCO Chair for experienced civil society and community based
participatory researchers. Visionary prospects (the vistas)
Session 4J-1: Program SAGES: Creating educational development opportunities through graduate student-faculty partnerships Room: HSDA270
Authors: Isabelle Barrette-Ng, Senior Instructor, Biochemistry, University of Calgary; Eliana El
Khoury, PhD candidate, Werklund School of Education, University of Calgary; Leslie Reid, Vice-
Provost Teaching and Learning, University of Calgary
Format: 30-minute research
Abstract: In 2016, we designed and implemented Program SAGES (SoTL Advancing Graduate
Education in STEM) to support graduate students and faculty mentors in the development of an
evidence-based teaching practice. The program provides graduate students with the opportunity to
learn about the SoTL through a semester-long course, followed by a semester-long practicum. The
practicum gives graduate students an opportunity to apply the principles of the SoTL within an
undergraduate course in collaboration with a faculty mentor. Our preliminary assessment of the
outcomes from the SAGES Program show many encouraging effects on the teaching practices of
graduate students and their mentors. While we expected the program to support the development
of graduate students’ teaching practices, an unexpected finding of Program SAGES was its effect on
faculty mentors. We observed that interactions with graduate student mentees inspired many
faculty mentors to explore new teaching strategies and learn more about the SoTL. During this
research presentation, we will present the design of the SAGES Program, the research methodology,
and the impact on the teaching development of the graduate students and their mentors. We will
focus our discussion on the intentional design of specific features of the SAGES Program that
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successfully created a collaborative learning environment and network of practice that engaged
graduate students and faculty mentors in STEM. We suggest that the creation of these networks of
practice provides a powerful approach for engaging faculty members in educational development.
Transformational (the waves of change)
Session 4J-2: Defining the needs of new professors in Canadian universities: Opportunities for educational development Room: HSDA270
Author: Eliana El Khoury, PhD candidate, Werklund School of Education, University of Calgary
Format: 30-minute research
Abstract: As teaching and learning and student learning become central in higher education
expectations, the support of professors to integrate into the teaching culture becomes significantly
valuable. In 2017, there is an increasing number of new professors entering academia in multiple
faculties. These professors bring with them a wide variety of expertise, knowledge, and signature
pedagogies. Nonetheless, apart from their teaching assistantships and some sessional teaching, new
professors often times had little experience in teaching on their own. This research paper aims to
present the findings from a case study about the integration of new professors into the teaching
culture of their institution. The findings include the experiences of five new professors from faculty
of Engineering and faculty of Arts. During the session, I will present the support that the participants
indicated that they needed such as classroom observations, mentorships in comparison to what was
available to them, in addition to the people they sought when they wanted to talk about teaching.
My findings indicated that early career professors are unique in their needs and additional support is
needed to help them develop their teaching. In addition, my research showed that early career
professors tended to follow the department culture and the micro-cultures approach to teaching
regardless of the institution culture. Finally, my research showed that the heads of departments are
the main contact for these professors. Consequently, it is the approach of the head of department
that influenced their teaching the most and any communication that didn’t go through the head of
department was discarded. All this data will be compared to the literature on the subject including
literature on educational development, micro cultures, multi-levels of leadership, academic identity,
and teaching culture. In addition, this session examine new professors’ preferred methods of
communications. The session will end with considerations for practice tailored to new faculty
educational development. Thought-provoking (the prickly and perplexing)
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Conference Day 2: Friday, February 16
Concurrent Sessions # 5
The following 60-minute and 30-minute concurrent sessions (two 30-minute sessions back-to-back)
will take place on Friday, February 16 from 8:30 am – 9:30 am.
Session 5A: Ethical digital communication in practice Room: HHB105
Authors: Jamie McKenzie-Naish, PhD Candidate, Cultural Studies, Queen’s University; Andrea
Phillipson, Postdoctoral Fellow, Centre for Teaching and Learning, Queen’s University; Jill Scott, Vice-
Provost (Teaching and Learning), Queen’s University
Format: 60-minute interactive
Abstract: Educational developers (EDs) are increasingly asked to support instructors in their use of
digital technology and social media for educational purposes. Digital literacy is essential for students
who must learn not only to seek, evaluate, and use online sources, but also to communicate in both
course-based discussion forums, and social media spaces. Although Twitter and other public
platforms can lack nuance and reduce complex social issues to confrontation more than
communication, students consume and create digital content daily, often about controversial and
difficult issues. We ask two key questions.
First, how can educators prepare students to practice meaningful, ethical engagement in these
spaces? One method is for instructors to assign public, online writing tasks, but compositionists have
warned that the paucity of appropriate assessment has become its own ethical problem (Raw,
2017).
Our second question, then, is how can EDs support educators in developing meaningful and
appropriate assessment of ethical digital communication? The Association of American Colleges and
Universities has released institutional-level rubrics in both written communication and ethical
reasoning (Rhodes, 2009), but we are developing a generic assessment tool that combines these
domains and gives educational developers a resource they can use both to respond to educators’
requests for support and to create programming that will start needed conversations about good
citizenship in digital domains. This workshop will introduce participants to the context and theory of
ethical digital communication and ask them to put the assessment tool into practice by simulating
its use in faculty consultations and program development. Transformational (the waves of change)
Session 5B: Edge or precipice: The precarious nature of ever-expanding educational development Room: HHB110
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Authors: Shirley Hall, MLA, Educational Developer, Teaching and Learning, Wilfrid Laurier University;
Laura Kinderman, Associate Director, Bachelor of Health Sciences Program, Queen’s University
Format: 60-minute interactive
Abstract: On the edge of educational development, we experience polar yet asymmetrical emotions
of comfort and disease, empowerment and uncertainty, confidence and inevitable disappointment.
While navigating these, we experience a continual need to reposition ourselves. The shifting
dimensions of our roles require us to work collaboratively with the university, its faculties and
programs, and its staff, faculty, administrators, and students. Often times, we are seemingly at odds
because we are circumstantially required to hold multiple perspectives simultaneously -- scholar,
mentor, teacher, researcher, facilitator. As we lead along these edges, we are placed in uncharted
waters. The word “edge” comes from the old English meaning “from the sharpened side of the
blade” (phrases.org), from the old tradition of tacking sharply in a sailboat. While being on the
leading edge may invite opportunities for innovation, it may also be experienced with a sharpness --
as a destructive bleeding edge -- as we travel further away from the safe harbour of central support,
safety of shared practice, ED networks, and our communities of traditional practice. The axes along
which our work seems to expand daily transcend levels and cross the previously-defined boundaries
of micro (individual capacity), meso (department and faculty), macro (institution), and mega
(discipline and interdiscipline, national and international impact). Two EDs from different
institutions go to the edge to share stories and foster discussion about how to navigate some of our
most precarious, ambivalent, ethically grey work. As we begin, we will provide an overview and
examples of each of the margins where support is lean and scope is expanding and invite
participants to consider their experiences at their own institutions and engage in individual
reflection, small group discussion, multimedia-based activities, and network-building centered upon
appreciative inquiry perspective-taking. The session culminates in a Sharing Circle during which
participants will be invited to synthesize and/or consolidate their shared experiences and ask
questions relating to the changing landscape of educational development work. Transformational
(the waves of change)
Session 5C: The role of instructors in using learning analytics to support student success Room: HHB116
Authors: Sarah Davis, Research Associate, Technology Integrated Learning, University of Victoria;
Rebecca Edwards, Learning Experience Designer, Technology Integrated Learning, University of
Victoria; Shayla Starcheski, Research Assistant, Technology Integrated Learning, Division of Learning
and Teaching Support and Innovation, University of Victoria
Format: 60-minute interactive
Abstract: Big data is a big deal in our technology-driven society. Learning analytics are being
increasingly used to support student success and learning in post-secondary institutions worldwide.
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But this process is not without ethical and privacy concerns or best practices for implementation.
Learning analytics focuses on data collected during the process of learning in order to inform
students, instructors, and support staff of academic progress (Siemens & Long, 2011; Siemens &
Baker, 2012). This presentation will provide a brief introduction to learning analytics, describe our
pilot project currently underway at the University of Victoria, and stimulate discussion about the
challenges in using learning analytics. During this session we will focus on the need to contextualize
data and present a survey tool for course instructors created for this purpose. We invite anyone
interested in learning analytics or how to use them to come join the discussion! Transformational
(the waves of change)
Session 5D-1: The transformative journey of graduate students in UVic’s Learning and Teaching in Higher Education (LATHE) graduate certificate program Room: HHB120
Authors: Cynthia Korpan, Professional Development Programs and TA Training Manager, Learning
and Teaching Support and Innovation, University of Victoria; Gurprit Randhawa, Learning and
Teaching in Higher Education Graduate/Alumni, University of Victoria
Format: Storytelling
Abstract: University of Victoria’s Learning and Teaching in Higher Education (LATHE) Program is a
two-year certificate program that supports graduate students’ development of teaching and
learning competencies in post-secondary instruction. The program includes two required courses
and a year-long doctoral apprenticeship that prepare students for a teaching career in their own
fields. Program topics covered include course design, contemporary issues in higher education, the
Scholarship of Teaching and Learning (SoTL), and academic career preparation. The objective of this
session is to share the transformative journey of graduate students who have completed the LATHE
program. Through a storytelling format, Cynthia Korpan and Gurprit Randhawa will share their
experiences as the LATHE Program Manager and LATHE Graduate/Alumni, respectively.
Specifically, Cynthia will share the history and goals of the LATHE program, as well as highlight key
program statistics and successes since program inception. Gurprit will share her personal
transformation story in participating and applying her LATHE learning to (1) build her teaching and
course development career at McMaster University, (2) support physician learning for electronic
health record (EHR) adoption and quality improvement as a Manager at Island Health, (3) develop
the study intervention (video tutorials) for her PhD dissertation research, and (4) build
competencies in SoTL. The presenters will also share the lessons learned from the LATHE program to
support the design, delivery, and evaluation of similar graduate learning and teaching programs
across Canada to support the development of scholarly teachers who are life-long, reflective
learners. Transformational (the waves of change)
Session 5D-2: Transforming departmental culture through a teaching assistant consultant program
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Room: HHB120
Authors: Gerry Gourlay, PhD candidate, Learning and Teaching in Higher Education graduate,
University of Victoria; Cynthia Korpan, Professional Development Programs and TA Training
Manager, Learning and Teaching Support and Innovation, University of Victoria
Format: Storytelling
Abstract: Peer mentorship in departments has been shown to be an effective method to support
teaching assistant (TA) learning (Huntzinger, McPherron, & Rajagopal, 2011) and that graduate
students can shift the teaching culture of departments (Bubbar, Dimopoulos, Korpan, & Wild, 2017;
Volpe Horii, 2009). In addition, this type of program has been recognized for addressing
departmental needs and developing pedagogical content knowledge (Bubbar, Dimopoulos, Korpan,
& Wild, 2017; Volpe Horii, 2009). Despite peer mentorship programs for TAs (titled TA leads, TA
fellows, or TA consultants) existing at major North American higher education institutions, such as
Ohio State University, University of Michigan, University of California Los Angeles, and the University
of Victoria (UVic), these programs have not garnered significant attention. To address this gap, this
session will showcase the Teaching Assistant Consultant (TAC) peer mentorship program in one
department at UVic. The program was piloted campus-wide in 2009, but it wasn’t until 2015, when a
dedicated graduate student, Gerry Gourlay, successfully convinced the current administration of the
Biology department that the program had to be a necessary component to support TAs. In three
years, the TAC program has not only impacted TAs but also Senior Lab Instructors (SLIs), the
department chair, and even faculty members. TAC Gerry Gourlay and Cynthia Korpan, Manager of
the campus-wide program, will tell the story of the TAC program and how one department went
from a disinterested teaching culture to one that is collaborative and interested in how teaching and
student learning can be improved. Transformational (the waves of change)
Session 5E-1: Transforming culture toward teaching enhancement and learning-centred approaches: Lessons along the way Room: HHB128
Author: Laurene Sheilds, Executive Director, Division of Learning and Teaching Support and
Innovation, University of Victoria
Format: 30-minute research
Abstract: Academic leadership and the pursuit of a supportive culture have been identified as key
elements for moving the learning and teaching mission forward within higher education. Over the
past two years, the University of Victoria has been engaged in reviewing and transforming learning
and teaching supports including leadership positions to enhance student learning and teaching
excellence. In this presentation, I will explore the journey of the past two years in considering how
to create the necessary infrastructure to re-centre learning and teaching within the institutional
environment. Specifically, I will explore 1) the importance of academic leadership; 2) leaning into a
teaching enhancement view; 3) integrating learning-centred approaches in all that we do; 4)
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weaving a fabric of lateral communication and collaboration to re-centre our role; and 5) holding the
tensions between relational and instrumental approaches to learning and teaching in the support of
student academic success. Leadership approaches in creating organizational change as well as
concrete strategies will be explicated using examples of both successes and challenges of leading
within a complex systems environment. Interwoven into this presentation will be stories from our
journey, lessons along the way and opportunities for discussion. Transformational (the waves of
change)
Session 5E-2: Using external review for internal review: A centre survey Room: HHB128
Authors: Pierre Boulos, Teaching and Learning Specialist, Centre for Teaching and Learning, and
Special Advisor, Research Ethics Education and Internationalization, University of Windsor Research
Ethics Board; Erika Kustra, Director, Teaching and Learning Development, University of Windsor and
EDC Chair; Michael K. Potter, educational developer and philosopher, Centre for Teaching and
Learning, University of Windsor; Jessica Raffoul, Teaching & Learning Research & Communications
Coordinator, Centre for Teaching and Learning, University of Windsor; Allyson Skene, learning
specialist, Centre for Teaching and Learning, University of Windsor
Format: 30-minute research
Abstract: Changing roles and expectations have led to increasing pressures for Centres for Teaching
and Learning (CTLs) to assess their work and impact in all spheres, ranging from specific programs to
overall purposes (Hines, 2017). The drive for assessment comes from a variety of sources with
diverse aims: CTLs are internally motivated to assess for ongoing enhancement; institutional
administrations want to make informed decisions about resource allocation; colleagues and
administrators want to know what CTLs are doing, and how well, as communicated in annual reports
and centre reviews. While attendance numbers and satisfaction ratings meet a minimum threshold
for each of these purposes, deeper insight from those who participate in Centre services and
programs may lead to more accurate judgments and, thus, better-informed decisions (Grabove et
al., 2012). This session will share the results from an online survey, completed by 527 participants
(including administrators, full- and part-time faculty members, teaching assistants, and support
staff). Participants reported ideas and practices they implemented as a result of their interactions
with the CTL, the impact of CTL activities on their networking, and perceived barriers to
participation. The survey results revealed powerful narratives about the perceived value of the CTL
and participant relationships with CTL staff. Quantitative and qualitative data from the survey will be
shared, and participants will have an opportunity to collaboratively analyze trends and patterns,
discuss applications to their own institutional contexts, and critique methodology. Visionary
prospects (the vistas)
Session 5F-1: Open educational practices and learning design: The role of educational developers in supporting open education Room: MACD107
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Author: Michael Paskevicius, Ph.D. candidate, Education, University of Victoria
Format: 30-minute research
Abstract: While an official definition for open educational practices is still emerging, from a learning
design perspective these may be considered teaching and learning practices where openness is
enacted within all aspects of instructional practice; including the design of learning outcomes, the
selection of teaching resources, and the planning of activities and assessment. (Paskevicius, 2016).
Open educational practices are teaching and learning designs that take advantages of the
affordances of open educational resources, challenge students to learn more openly, engage our
communities, and make our professional practice more accessible. A number of scholars have
advocated for open practices: in supporting student success through increased access to educational
resources (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); to support faculty engagement
with educational developers in the co-creation of reusable and adaptable courseware (Conole &
Weller, 2008; DeVries &Harrison, 2016); through the experimentation and reflection of the practice
of teaching in the open (Veletsianos, 2013; Cronin, 2017); and in fostering learning communities
across institutions (Petrides, Jimes, Middleton-Detzner, Walling, & Weiss, 2011). This session will
focus on the stakeholder role of the educational developer, whose consultative work may support
more open practices to address institutional goals, missions, and objectives.
Educational developers are well positioned to support change by infusing professional development
with open practices at the departmental, program, and course level. Open educational practices
may be situated as a lens to support these change initiatives and provide new conceptualisations of
teaching and learning (Bossu, & Fountain, 2015). In this research presentation, I’ll present the
findings from a literature review of open educational practices in the context of learning design and
engage participants in thinking about how to integrate “open” into learning outcomes, teaching
resources, pedagogy, and assessment. Transformational (the waves of change)
Session 5F-2: Changing the conversation about online teaching and learning: A design story Room: MACD107
Authors: Haboun Bair, Learning and Instructional Design Specialist, Taylor Institute for Teaching and
Learning, University of Calgary; Lin Yu, Learning & Instructional Design Specialist, Taylor Institute for
Teaching & Learning, University of Calgary
Format: Storytelling
Abstract: This is not a success story, or the opposite. This is a story about the continuous endeavors,
efforts, courage, risks, and challenges that two facilitators embark on with their participants to make
a fully online professional development program, the Teaching Online Program (TOP), better.
Working together for almost three years, we are constantly working through our own inquiry: how
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do we as facilitators design a professional development online program to engage and motivate
participants for six weeks? How do we empower online instructors with the essential online
teaching skills, especially the ones who are new to teaching, let alone teaching online? Facilitating
this program, we found the online learning environment is a space that perplexes many and
prompts most participants to share their assertions and questions about online learning in relation
to their face-to-face learning experiences. As a result, our design of the program grew to an inquiry
based approach so instructors could follow their interests in authentic and meaningful ways from
their own context, while at the same time learn from colleagues in different disciplines, and become
aware of distinct features of the online space that enables interactions and teachings to enhance
student learning (Lombardi, 2007). This inquiry is further supported by how “the benefits of
authentic activity can be realized through careful design of Web-based learning environments.”
(Herrington, Reeves, Oliver, & Woo, p. 3, 2004) using a selection of ten design elements for creating
authentic learning experiences for students. Our prickly and perplexing reflections help to shape this
storytelling session as space of uneasiness, inquiry, and engagement. Thought-provoking (the prickly
and perplexing)
Session 5G-1: If we provide it, will it help? Instructors’ perceptions of a mid-term student feedback service on course delivery and teaching effectiveness Room: MACD114
Authors: Kris Knorr, Area Lead for Faculty Development, MacPherson Institute, McMaster
University; Rebecca Taylor, Educational Developer, The Paul R. MacPherson Institute for Leadership,
Innovation, and Excellence in Teaching, McMaster University
Format: 30-minute research
Abstract: A common service offered by many teaching and learning units is the mid-term student
feedback process. At McMaster University, we refer to this service as a ‘Course Refinement’. At an
instructor’s request, we begin a consultative process during which we collect customized student
feedback, create an anonymized report for the instructor summarizing students’ perceptions of the
strengths and weaknesses of a course, and provide support in making decisions about how to adjust
the course and teaching for the remainder of the semester. While it has been shown that
participating in this process usually leads to an increased student rating of instructor effectiveness in
the short-term (i.e., by the end of term; Cohen, 1980; Knol et al., 2013), the literature has not yet
captured instructors’ perceptions of the long-term impacts of the mid-term feedback process.
Because of this lack of evidence, we were interested in uncovering any transformational aspects
related to Course Refinements, and whether instructors believed it gave them a long-standing edge
in their teaching. We are now in the midst of a study investigating instructors’ perceptions of the
impacts of the Course Refinement service on course delivery and teaching effectiveness. In this
research presentation, we will share preliminary results and discuss the implications of these
findings on the continued delivery of the Course Refinement service at McMaster University.
Attendees at this session will be invited to share their experiences with mid-term feedback services
as it relates to the data presented. Visionary prospects (the vistas)
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Session 5G-2: Instructor training and mentoring in a time of transition Room: MACD114
Author: Steve Janz, Instructor, School of Business, Southern Alberta Institute of Technology
Format: Storytelling
Abstract: When you first start out as a new instructor, you most likely spent hundreds of hours
preparing student notes and class slides, creating student assessments and marking student
assessments. You most likely lectured for hours upon hours every day. Your student evaluation
surveys and comments posted on rate my professor may have affected your soul in a negative way.
Sadly, you may have felt very alone and possibly had no one who could truly support you in the early
years and help you “learn the ropes.” Are we really surprised when new instructors become
frustrated, depressed, and eventually disengage from their teaching pursuit because “this
generation is this and that”? This conference session will be an inspiring story that describes how
the SAIT School of Business accounting team is changing the instructor training and mentoring
process. We aspire that our new daytime instructors will obtain exceptional student evaluations and
student assessment results will be 10 to 15% higher than traditional teaching methods. Overall, our
new instructors absolutely love “losing control of their classroom” and “surrendering their ego” to
create a truly effective learning environment for their students. As all of us say, “we’ll never go back
to those other methods!” Here’s a sample of our story. Please go to youtube.com, search Steve Janz.
Those 45 teaching videos you see, that’s me. We encourage our new accounting instructors to
create numerous supporting student videos for their classes within 10 months. This is one of six first
year teaching requirements under our mentorship program. Transformational (the waves of change)
Session 5H-1: A new peer assessment rubric for first-year writing courses Room: HSDA250
Author: Janice Niemann, PhD candidate, Department of English, University of Victoria
Format: 30-minute research
Abstract: Peer assessment (also called peer editing or peer review) is the evaluation of a student’s
work by another student of an approximately equal academic level. Some scholars suggest that peer
assessment is a counterpart to assessment by a teacher, but, often, peer assessment is a more
dynamic process between students than marking is between a student and a teacher. Peer
assessment is useful for both the writer and the assessor—research supports this position and, as
such, I propose a new and more effective method for its implementation in the classroom. I am
interested in what qualities make in-person peer assessment most effective, particularly in regard to
improvement in student writing, which is the focus of this research presentation. These qualities
include breaking students into groups based on similar ability, explaining to students why peer
assessment is useful and providing training for how to effectively assess peer work, and allowing
time for students to discuss or interact with the feedback they receive. Giving students clear
instructions is important to the success of a peer assessment exercise, and these instructions should
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recommend that the student assessors identify problems in the writing with localized comments,
separate their praise from their criticism, and refrain from noting every single error. A few thorough
and precise comments are significantly more likely to be implemented by the writer than an
exhaustive list of low-prose issues, while the implementation of substance and high-prose issues are
more likely to lead to assignment improvement overall. Transformational (the waves of change)
Session 5H-2: Re-envisioning distance academic communication Support in
today's writing centre
Room: HSDA250
Author: Gillian Saunders, English as an Additional Language (EAL) Specialist, Centre for Academic
Communication, University of Victoria
Format: 30-minute research
Abstract: As universities' student demographics shift to include increasing numbers of non-
traditional students - whether due to location, first language, age, or other factors - are the
academic supports and services available for these students being effectively adapted or adopted?
How does this process affect educational developers who work with these students or in support of
those who do? In addition to the traditional asynchronous, email-based method of providing online
writing, UVic’s Centre for Academic Communication (CAC) has recently begun offering real-time
options for distance support, and the enthusiastic use of these options thus far has demonstrated
the value of offering such a service. Current trends in internationalization and technological
innovation have inspired us to re-evaluate the avenues through which our students can access
academic communication skills support, no matter where in the world they choose to study, and to
re-assess the limits that are often imposed on who can use this type of support. The CAC is leading
the way for innovation in this area as one of only a few universities in Canada to offer these kinds of
learning spaces to support our increasingly diverse population of students. This session addresses
key issues, challenges, and successes observed during a period of evaluating and re-envisioning
distance academic communication support at a mid-sized comprehensive university on Canada's
west coast. It will offer participants opportunities to consider how similar supports and learning
spaces might be offered in a variety of teaching and learning contexts. Thought-provoking (the
prickly and perplexing), Transformational (the waves of change), Visionary prospects (the vistas)
Session 5I-1: What should we be teaching students about the science of
learning?
Room: HSDA264
Authors: Dianne Ashbourne, Educational Developer, University of Toronto Mississauga; Fiona Rawle,
Associate Dean, Undergraduate, Office of the Vice-Principal Academic and Dean, University of
Toronto Mississauga
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Format: 30-minute research
Abstract: The science of learning, and evidence-based pedagogy, are emphasized in faculty
development. However, students are rarely explicitly taught about these tenets of education. We
have implemented a “Science of Learning” module at the beginning of an introductory biology
course (900-1000 students), and will share some of the data we have collected to assess the impact
of this module on student learning. We welcome others working on similar projects incorporating
explicit teaching of learning science principles to share their approaches during the
session. Transformational (the waves of change), Visionary prospects (the vistas)
Session 5I-2: Re-tooling trades education: Leading large-scale teaching and learning enhancement projects across the Faculty of Trades and Applied Technology Room: HSDA264
Authors: Kathleen Bortolin, Curriculum, Teaching and Learning Specialist, Centre for Innovation and
Excellence in Learning, Vancouver Island University; Marilyn Funk, Centre for Innovation and
Excellence in Learning, Vancouver Island University; Liesel Knack, Director, Centre for Innovation and
Excellence in Learning, Vancouver Island University; Bill Roberson, Curriculum, Teaching and
Learning Specialist, Centre for Innovation and Excellence in Learning, Vancouver Island University;
Maxwell Stevenson, Associate Director, Centre for Innovation and Excellence in Learning, Vancouver
Island University
Format: 30-minute research
Abstract: At Vancouver Island University, the Centre for Innovation and Excellence in Learning has
recently entered into a unique partnership with the Faculty of Trades and Applied Technology.
Within this partnership, the Centre has agreed to lead a multifaceted, large-scale, long-term
teaching and learning enhancement plan focusing on 16 different Trade programs over a six year
period. Developed through consultations with instructors within the Faculty, and embedded within
the Faculty’s strategic plan, this educational development initiative represents a consultative,
bottom-up approach to designing meaningful teaching and learning initiatives for a large number of
instructors and their respective programs. This initiative has the potential for powerful impact given
the number of students served within these 16 programs.
In this session, we explore the complexities of this project including its origins and the work that
precipitated it. We discuss our roles as collaborators within our institution, and the relationship-
building and pilot programs that prefaced such a major undertaking. We also discuss the project’s
challenges from a project management, change management, and educational development
perspective. In this way, we will explore challenges inherent to the breadth and depth of this
initiative and that relate to communication, scheduling, managing expectations, dealing with
external accreditation boards, and motivating a large and diverse Faculty to engage with, reflect on,
and embrace change.
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As we approach the mid-way point in the first year of our six-year journey, we are reflecting on our
practice as educational developers, within this new context Much of our work up until now has been
done with individual colleagues, within the specific context of their individual programs. What does
our process look like when scaled-up beyond the program level? How do we successfully facilitate
changes in teaching and learning practices across a faculty, with many programs, diverse student
needs, and potentially competing priorities? Throughout this presentation, we intend to engage the
larger audience with prompts and discussion, hoping to inform our colleagues, as well as learn from
their contexts. Transformational (the waves of change), Visionary prospects (the vistas)
Concurrent Sessions # 6
The following 75-minute concurrent sessions will take place on Friday, February 16 from 9:45 am –
11:00 am.
Session 6A: 'Say something': Reflections on the importance of relationships in teaching, learning, and educational development Room: HHB110
Author: Brad Wuetherick, Executive Director, Learning and Teaching, Dalhousie University
Abstract: In The Undergraduate Experience, Felten et al (2016) make a case for what matters most
in higher education in relation to improving the undergraduate experience. In addition to a focus on
learning, expectations, alignment, improvement and leadership, they argue that institutions MUST
focus on the importance of strong relationships across the institution. The importance of student
peer to peer relationships have received particular attention as a critical factor in student success,
persistence and retention in higher education (Mamas, 2017; Sutton, 2017; Crozier et al, 2016). But
the literature has also often reflected on the importance of student-faculty relationships to student
identity development, as well as their professional, intellectual and social development in higher
education (Deakin Crick et al, 2007; Umbach & Wawrzynski, 2005; Anderson & Carta-Falsa, 2002;
Campbell & Campbell, 1997; Magolda, 1987; Pascarella, 1980). It has been argued, however, that
the importance of relationships is an under-researched field (Hagenauer & Volet, 2014). This session
reflects explicitly on the importance of student-student/student-faculty relationships on our
campus, as well as the role of the educational developer in helping to facilitate the development of
meaningful relationships in teaching and learning. In doing so, it will also ask critical questions about
our own educational development relationships -- with administrators, faculty and instructors, staff,
graduate and undergraduate students, and each other -- as we look to the edges of our own
educational development practices. Thought-provoking (the prickly and perplexing), Visionary
prospects (the vistas)
Session 6B: Guerilla leadership: Working from the edges to effect institutional change Room: HHB116
71
Authors: Jessica Riddell, Stephen A. Jarislowsky Chair of Undergraduate Teaching Excellence,
Bishop’s University; Stephen A. Jarislowsky Chair of Undergraduate Teaching Excellence, Bishop’s
University; Heather Smith, Director, Centre for Teaching, Learning and Technology, University of
Northern British Columbia
Abstract: In contrast to models of educational leadership, experiences of educational development
are not always pleasant, uncontested, or free of conflict. At times, our advocacy is completely
counter to what people want to hear and counter to the dominant trends of Canadian higher
education. It can feel like existential combat and we are on the margins or the edge/s. Recognizing
this contested space, we will challenge participants to consider the provocative metaphor of guerilla
leadership as a framework for collaborative operations from the edge/s or as they are called by Che
Guevara (1961), “wild places of small populations.” After a short introduction to the value of
metaphor and an overview of the basic tenets of guerilla warfare, we will have participants work
together in groups to discuss the following: what are the spaces of combat, what are the rules of
engagement, who are your allies and what are the systemic barriers to change? Given that we
regard guerilla leadership as an act of social justice grounded in hope, we will conclude our session
with a focus on opportunity for change. To that end, we will ask participants to reflect on strategies
for engaging in guerrilla leadership in their own institutional contexts and collectively create a list of
strategies for their own guerilla leadership. We know from previous conversations that the
metaphor of guerrilla warfare is thought-provoking and prickly but we believe the provocation can
help us build capacities for strategic engagement as educational developers. Thought-provoking (the
prickly and perplexing)
Session 6C: Addressing teaching and learning challenges posed by linguistic diversity in Canadian classrooms Room: HHB120
Author: Carolyn Samuel, Educational Developer (Academic Associate), Teaching and Learning
Services, McGill University
Abstract: Teaching at a university where there are linguistically diverse faculty and student
populations can present oral communication challenges in the classroom. To gain insight into these
challenges and learn about strategies to address them, participants will take part in a workshop
previously used for data collection in a study that addressed teachers’ sense of efficacy among
university instructors teaching in their second language in linguistically diverse classes. The purpose
was to investigate the effectiveness of this workshop as a form of social persuasion for bolstering
teachers’ sense of efficacy (Bandura, 1977; 1997). The workshop, which was open to faculty
members of all language groups (since all were teaching classes with linguistically heterogeneous
student populations) centred around a fictitious case study based on real events. Participants
engaged in small and large group discussions to identify challenges and strategies to address these
challenges. In addition, strategies suggested in the literature were presented. Intended outcomes:
for participants to leave with a repertoire of strategies they could choose from for addressing
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challenges in their classrooms and a bolstered teachers’ sense of efficacy with respect to being able
to address these challenges.
EDC participants will experience a version of this same workshop. We will also discuss the extent to
which educational developers can/should play a role in addressing questions of linguistic diversity
that relate to teaching and learning experiences in the classroom. Participants will take away an
example of a faculty development workshop they may wish to implement at their own institutions.
Visionary prospects (the vistas).
Session 6D: Surviving and thriving: Using the PERMA model to support our ability to flourish Room: HHB128
Author: Natasha Kenny, Director, Educational Development Unit, Taylor Institute for Teaching and
Learning, University of Calgary
Abstract: Educational developers face many complex challenges in their work. Nilson, Nuhfer and
Mullinix (2011) and Boye (2017) acknowledge that the patterns of our work can lead to fatigue,
burnout, and stress. There is little doubt that the context of our work is demanding and ever-
changing. How do we respond effectively to the changes around us in order to achieve our
potential? How do we establish conditions that not only support our survival, but allow us to thrive
and find meaning in our work? The PERMA model (Seligman, 2011) presents five facets as guides to
flourishing: Positive Emotions (e.g., feeling joy and contentment), Engagement (e.g., being attached
and involved in activities), Relationships (e.g., feeling connected, supported and cared for), Meaning
(e.g., feeling valued and part of something larger than self), and Accomplishment (e.g., feeling
capable, and acknowledging progress towards goals and a sense of accomplishment) (Kern et al.,
2015). Building upon the work of Oades et al. (2011) and Slavin (2012), this session will provide
participants an opportunity to explore how the 5 facets of the PERMA model can support our
individual and collective ability to flourish in our roles as educational developers. By the end of this
interactive workshop, participants will be able to: 1) critically reflect on the 5 core facets of the
PERMA framework within the context of their work; 2) apply the PERMA framework to strengthen
their ability to thrive. Thought-provoking (the prickly and perplexing)
Session 6E: HEALTH 100 - Changing the face of our undergraduate students and university Room: MACD107
Authors: Patty Hambler, Director, Health Promotion and Education, Student Development and
Services, University of British Columbia; Sally Willis Stewart, Professor, Department of Nursing, ,
University of British Columbia, Okanagan campus
Abstract: Student health and wellbeing is well documented in the literature as contributing
significantly to academic success yet student health statistics reveal increased levels of stress,
anxiety, depression, weight gain, poor sleep and other health challenges. If students are unwell,
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their potential academic success and the quality of their university experience, greatly decline.
Health is our first “wealth” and as leading institutions in higher education we need to put student
health as a top priority. UBC Okanagan is doing this by offering HEAL (Health) 100 ~ Introduction and
Principles of Health and Wellbeing, a 3 credit course open to all first year students, in any program,
with the objective of increasing knowledge and skills to impact health, resiliency, wellbeing and
academic tenacity. The timing of the first offering of this course coincides with the recent release
and implementation of the Okanagan Charter for Health Promoting Universities and Colleges, an
integral document of transformative vision with its first call to action being to embed health into all
aspects of campus culture. No other university offers a credit course dedicated to student health.
This interactive and discussion oriented conference session will provide an opportunity to share
everything from the rationale, development, and implementation of this course to its content,
delivery methods, instructor approaches, and evaluation research results from it first offering (fall
2017). Participants will receive a framework for leading such an initiative at their institution. Let’s
change the face of our undergraduates and university to that of a happy and healthy one.
Transformational (the waves of change)
Session 6F: Building resilience with appreciative Inquiry: A leadership journey through hope, despair and forgiveness Room: MACD114
Authors: Jeanie Cockell, Co-President, Cockell McArthur-Blair Consulting, Victoria; Joan McArthur-
Blair, Co-President, Cockell McArthur-Blair Consulting, Victoria
Abstract: Leading at the edge of innovation is not for the faint of heart. Educational - Developers do
powerful leadership work that requires resilience in the teaching and learning environment. In this
highly participatory workshop, we explore an innovative appreciative resilience model that uses
appreciative inquiry processes, principles and ways of being to focus on what is and what might be
in order to foster resilience; how hope, despair and forgiveness are elements of leadership journeys;
and how leaders can foster resilience for themselves and those around them. This workshop is built
upon the work that Joan and Jeanie have done and are doing in appreciative inquiry and resilience.
In particular, it draws on their books Appreciative Inquiry in Higher Education: A Transformative
Force (2012) and Building Resilience with Appreciative Inquiry: A Leadership Journey through Hope,
Despair, and Forgiveness (2018). Participants in this workshop will:
Use appreciative inquiry processes (paired, small group and large group discussions) to
explore their own educational developer’s journey through hope, despair and forgiveness
Reflect upon how practices of appreciative inquiry can be generative for educational
developers’ work
Build a personal call to leadership resilience
Apply appreciative resilience to their own work
Spectacular failures (the teetering on the edge)
Session 6G: Building (on) reflection: Using LEGO in the classroom Room: HSDA250
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Authors: Lisa Endersby, Educational Developer, Teaching Commons, York University; Celia Popovic,
Director, Teaching Commons, York University; Nicola Simmons, Assistant Professor, Department of
Graduate and Undergraduate Studies in Education, Brock University
Abstract: Facilitating opportunities for reflection in the classroom has traditionally relied on text-
based or text-heavy strategies, including essays and one minute papers. However, there is ample
evidence to suggest that incorporating creative activities can help expand reflective learning beyond
mere linear or theoretical thinking to offer more concrete, practical insights. In this workshop we
will engage participants in a number of interactive activities designed to model the use of LEGO to
teach creativity, communication and problem solving while also encouraging critical thinking and
formative assessment of student learning. Participants will learn from the facilitators’ experience as
both teachers and learners using LEGO in the classroom while exploring practical tips for using LEGO
in the classroom. Thought-provoking (the prickly and perplexing)
Session 6H: Weaving Indigenous perspectives throughout educational development: Transforming our circle Room: HSDA264
Authors: Cosette Lemelin, Educational Developer, Centre for Teaching and Learning - Instructional
Services, University of Alberta; Graeme Pate, Educational Developer Centre for Teaching and
Learning - Blended Learning, University of Alberta; Jennifer Ward, Educational Developer, Centre for
Teaching and Learning, University of Alberta; Ellen Watson, Educational Developer, Centre for
Teaching and Learning, University of Alberta
Abstract: Educational development is an ever-evolving landscape (McDonald et al., 2016); by
extension, the role of the educational developer has evolved to meet the needs of the individual
instructors, instructional or curricular teams, faculties, and university communities. In response to
local, national, and international level voices and initiatives, such as the Truth and Reconciliation
Commission's Calls to Action and the United Nations Declaration on the Rights of Indigenous
Peoples, institutional changes are on the edge of a wave of change towards Indigenizing course
content (Pete, 2016; Universities Canada Principles on Indigenous Education, 2017). The University
of Alberta’s Centre for Teaching and Learning team invites you to explore Educational Developer
responses to these voices and initiatives.
This EDC Workshop will unpack the role of an Indigenous-focused Educational Developer as an
expansion of the “traditional” Education Developer. More specifically, the workshop will consider
the ways in which weaving an Indigenous worldview into practice influences perceptions of the
Educational Developer's role. Perspectives of both the Educational Developer focused on
Indigenizing education and those with varying levels of experience of Indigenization will be explored.
The authentic scenarios in this session will engage participants in the practice of recognizing,
weaving, and supporting Indigenous perspectives in their role as Educational Developers (Battiste,
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2013). Together, we will discuss, debate, and share opportunities and barriers to Indigenization at
the institutional, program, and course levels. Transformational (the waves of change)
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Roundtable Sessions – David Lam Foyer, MacLaurin Building
The following 60-minute roundtable session will take place on Friday, February 16 from 11:15 am –
12:15 pm. A bell will be rung after 20 minutes so that participants can move on to another
roundtable discussion. Roundtable facilitators will interact with three different groups of
participants over the 60-minute period.
Roundtable 1: Thinking in the round: A discussion of roundtables for developing critical skills
Author: Lisa Endersby, Educational Developer, Teaching Commons, York University
Abstract: Discussion, conversation, and participation are cornerstone activities in our toolkit for
active learning. The diverse benefits of encouraging students to learn both from and with each other
include opportunities to encourage the development of critical thinking skills. However, these
benefits may go unnoticed or unrealized without the intentional, meaningful application of
strategies that allow students to reflect on and articulate their learning. This session will offer
participants the opportunity to engage in a model of roundtable discussion that emphasizes explicit
reflection and deeper learning, implementing several strategies that have been effective in
developing skills in critical thinking. Participants will also be invited to share their own experiences
and strategies with colleagues as a way to identify and discuss other promising practices in using
roundtables for skill development. Thought-provoking (the prickly and perplexing)
Roundtable 2: Leadership in education from the boundaries Authors: Shaya Golparian, Educational Developer Centre for Teaching, Learning and Technology,
University of British Columbia; Joseph Topornycky, Manager, Graduate Student Programs, Centre for
Teaching, Learning and Technology, University of British Columbia
Abstract: Lately, when educational leadership is discussed, the focus has increasingly shifted to
prioritizing leadership within an institutional (university) framework (Bates, 2016; Pressley, 2017).
Although there are advantages to this push to legitimizing educational leadership by fitting it within
an institutional recognition structure, not all forms of educational leadership can thrive within the
bounds of this definition. Institutional recognition structures establish a system of affordances
(Margolin, 2013) that can overlook and perhaps create additional obstacles for groups that fall
outside of tenure and promotion considerations (i.e: graduate students, post-docs, sessional
instructors, etc.) who are interested in and/or are engaging in leadership in education. In this
roundtable discussion, together with the participants, we will discuss the forms of educational
leadership these groups are engaging/could engage in, and explore our role as educational
developers in supporting them. Transformational (the waves of change)
Roundtable 3: The ED Grants for Exchanges (EDGEs): Support for honing our craft in community
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Authors: Natasha Hannon, Manager of Educational Development, Niagara College; Isabeau Iqbal,
Educational Developer, Centre for Teaching, Learning and Technology, University of British
Columbia; Michael Potter, Teaching and Learning Specialist, Centre for Teaching and Learning
University of Windsor
Abstract: In this roundtable session, participants will be introduced to a new funding source aimed
at supporting mentorship and networking among educational developers (EDs) through professional
exchanges. The ED Grants for Exchanges, or EDGEs initiative, is a pilot program that provides
financial support to EDs, both individuals and groups, who engage in professional exchanges with
peers. Successful applicants will be able to access up to a maximum of $2000 per exchange initiative.
The EDGEs program invites EDs to conceptualize the term ‘exchange’ broadly and to consider
creative forms of exchanges, including one-way exchanges, reciprocal exchanges, and learning
network models. This 2-year pilot program is funded by the Educational Developers Caucus with the
aims of:
• supporting ED learning and growth through the expansion of professional networks;
• fostering collaboration and knowledge-sharing among EDs and TCs, and
• enabling members to experience, celebrate and reflect upon the diversity of ED roles and
functions.
Participants in this roundtable discussion will:
a) Review and discuss the aims of the EDGEs initiative, criteria for fundable exchanges, and
associated documentation including the EDGEs application form and rubric;
b) Be invited to ask questions and offer feedback on the structure, criteria, and application
process for the EDGEs program, and
c) Engage with peers who have a mutual interest in professional exchanges.
Thought-provoking (the prickly and perplexing), Transformational (the waves of change), Visionary
prospects (the vistas)
Roundtable 4: Offer advice? Ask questions? The role of coaching in educational development Authors: Judy Chan, Educational Consultant Institutional Affiliation, Centre for Teaching, Learning
and Technology, University of British Columbia; Isabeau Iqbal, Educational Developer, Centre for
Teaching, Learning and Technology, University of British Columbia
Abstract: During individual consultations, educational developers listen actively to identify the
needs of instructors who seek to enhance their teaching and their students’ learning. We respond
with pragmatic solutions and resources to support the instructor. When we have the privilege of
working with the same individuals over time, they often share more personal information that
influences their teaching and professional life. Consequently, the “helping relationship” (Schein,
2009) shifts. The educational developer now has an opportunity to transition and/or blend
consulting and coaching approaches to lead instructors to greater awareness, broader thinking, and
wider decisions and action. We may start to question when we should offer pragmatic advice and
when we should refrain so as to ask more questions (Sass & Fly-Dierks, 2015).
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Participants in this roundtable discussion will:
Review and discuss how consulting and coaching differ and are similar,
Share experiences of how they have been using coaching in their practice and contemplate
how coaching can be further integrated into their professional work,
Engage with peers who have a mutual interest in coaching in the field of educational
development.
This round table session will be discussion based. After an introduction to similarities and
differences between coaching and consulting (supplemented by hard-copy documentation), the
participants will share ways coaching is currently used within their centre/practice and propose
ways coaching may be further integrated in their work. Ethical and practical dimensions will be
discussed. Thought-provoking (the prickly and perplexing), Visionary prospects (the vistas)
Roundtable 5: Academic integrity and student use of editors: What does it mean to work with the writer, not the writing? Authors: Nancy Ami, Manager, Centre for Academic Communication, University of Victoria; Gillian
Saunders, English as an Additional Language (EAL) Specialist, Centre for Academic Communication,
University of Victoria; Kaveh Tagharobi, English as an Additional Language (EAL) Specialist, Centre
for Academic Communication, University of Victoria; Madeline Walker, Coordinator, Centre for
Academic Communication, University of Victoria
Abstract: The University of Victoria revised its Academic Integrity policy regarding student use of
editors (May 2017): “The use of an editor, whether paid or unpaid, is prohibited unless the
instructor grants explicit written authorization. The instructor should specify the extent of editing
that is being authorized” (http://web.uvic.ca/calendar2017-09/grad/academic-
regulations/academic-integrity.html.) Now we wonder about the interpretation and implementation
of the amended policy. What constitutes editing? How do instructors clearly outline the extent of
editing allowed?
Centre for Academic Communication (CAC) staff have been discussing their role in assisting UVic
course instructors and students to understand key terms of this policy. One problem they face is
articulating the difference between “editing” and “tutoring”. One team member who is an
accredited editor created a resource highlighting the differences between editing and tutoring for a
staff training session. Another CAC team member drafted a document, “Best Practices in upholding
Academic Integrity in Tutoring at the CAC”, to help explain how CAC tutoring upholds the academic
integrity policy, highlighting the CAC’s work with student writers (not on student writing). During a
recent CAC training session for CAC graduate tutors, we discussed their tutoring practice, ensuring
that they understood the differences between editing and tutoring. All of us benefit from on-going
clarification as students worry about coming to the CAC to get feedback on their writing, concerned
that such support violates the academic integrity policy.
What does it mean to work with the writer not the writing? What is your institutional policy re:
student use of editors? How do students at your institution interpret/misinterpret the policy? How
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do faculty members interpret and implement the policy? How does your institution clarify what
editing is/is not? Thought-provoking (the prickly and perplexing)
Roundtable 6: Using audio feedback as part of the teaching dossier assessment Author: Tommy Mayberry, Instructional Developer, TA Training and Writing Support, Centre for
Teaching Excellence, University of Waterloo
Abstract: With academic job market changes and the rise of teaching-focused positions that often
ask applicants to submit a teaching dossier, assessing and consulting on teaching dossiers can be a
daunting and, in earnest, exhausting task. Multiple 20-plus-page documents land on our desks and
in our inboxes (each term, I do roughly 30 dossier-related consultations, with only about 16 of them
being the capstone projects to our Graduate Certificate program), and in our summative assessment
of these documents, we spend hours on each in reading, reflecting, assessing, etc. with the end goal
for us of providing detailed directive and facilitative written feedback. Without sacrificing the quality
of our feedback, how can we as Educational Developers harness our resources for the productive
output of our time, energy, and feedback? This roundtable discussion will explore a best practice
model of using oral feedback in audio files (.mp3) as formative assessment to optimize creation time
for feedback while also maximizing the qualitative output and set up for success of Graduate
students in our programming. This discussion will also include physical resources (such as a sample
rubric and oral feedback script), and it will be guided by practical experience with this method as
well as informal comments from Graduate students who received oral feedback on dossiers
submitted for our Certificate in University Teaching. We will also consider how to use this model for
reviewing and providing feedback on Postdocs’ as well as Faculty members’ teaching dossiers for job
applications, awards, and tenure and promotion. Transformational (the waves of change)
Roundtable 7: Starting with and extending from Territorial Land Acknowledgments Author: Shanne McCaffrey, Professor, School of Child and Youth Care, University of Victoria
Abstract: This session will be about why we start with Territorial Land Acknowledgements and what
this means when we extend out from them in thinking, practice and teaching and how this can be
informed by the Truth and Reconciliation Calls to Action.
What does it mean to acknowledge traditional territory holders?
What does the acknowledgment mean in our current teaching contexts?
How are we all implicated or moved to places of innocence?
Who benefits from traditional territorial acknowledgements? Why do it?
How does the TRC come into play in Territorial acknowledgements and our classes and
writing?
Thought-provoking (the prickly and perplexing)
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Presenter Biographies
Nancy Ami, Manager, Centre for Academic Communication, University of Victoria
Nancy manages the Centre for Academic Communication at the University of Victoria. Her work
involves overseeing programs and services designed to support the academic communication skill
development of UVic students. She is an EAL specialist who has been privileged to work in a number
of teaching/managerial positions in both private and public post-secondary institutions.
Lauren Anstey, eLearning and Curriculum Specialist, Western University
Lauren works with the eLearning and Curriculum teams at Western University’s Teaching Support
Centre to support continuous improvement of learning and teaching across campus. Her interests
relate to the thoughtful integration of technology for aligned teaching and learning, and open
educational resources and practices.
Carol Appleby, Director, Professional Learning, Humber Institute of Technology and Advanced
Learning, Toronto
Carol is the Director of Professional Learning at Humber Institute of Technology and Advance
Learning. Her 20 years of teaching in the post secondary sector have paved the way for her
educational development work and leadership. Carol’s focus has been on ensuring inclusive and
equitable learning environments for faculty and students and her interests include supporting
teacher identity and authenticity.
Dianne Ashbourne, Educational Developer, University of Toronto Mississauga.
Dianne holds an M.A. in Education from the University of British Columbia. Prior to joining the
University of Toronto Mississauga, Dianne spent two years at Capilano University in North
Vancouver developing the University’s institutional and program assessment initiatives. Her current
pedagogical interests include articulation of learning outcomes, curriculum mapping, course and
curriculum design, and active learning spaces.
Haboun Bair, Learning and Instructional Design Specialist, Taylor Institute for Teaching and Learning,
University of Calgary
Haboun holds a Bachelor of Education degree in K-12 education and a Master's of Education degree
specializing in the learning sciences. Her interests are deeply rooted in relationship-driven learning
environments and emergent design, which she loves to implement in her work with instructors and
students.
Isabelle Barrette-Ng, Senior Instructor, Biological Sciences, University of Calgary
Isabelle is a Senior Instructor in Biological Sciences. Her scholarly interests include developing
evaluating novel active learning strategies in large-enrollment courses, and supporting graduate
students in STEM develop evidence-based teaching practices.
Barbara Berry, Educational Consultant, Faculty of Health Sciences and the School of Interactive Arts,
Simon Fraser University
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Barbara is an Educational Consultant at Simon Fraser University supporting academic development
in the Faculty of Health Sciences and the School of Interactive Arts.
Kathleen Bortolin, Curriculum, Teaching and Learning Specialist, Centre for Innovation and
Excellence in Learning, Vancouver Island University
Kathleen works as an educational developer at Vancouver Island University’s Centre for Innovation
and Excellence in Learning. Her current educational development interests include teaching and
learning in the Trades; online and blended course design; faculty leadership in teaching and
learning; and incorporating Indigenous perspectives into higher education.
Paola Borin, Curriculum Development Specialist, Ryerson University
With a background in Curriculum Design and Teacher Education, Paola advises departments and
schools on matters related to curriculum development, revision, and review working with the Vice
Provost Academic and Director of Curriculum Quality Assurance to develop strategies to enhance
curriculum across the university. Current research involves analyzing the impact of assessment-
related policy changes across multiple universities.
Pierre Boulos, Teaching and Learning Specialist, Centre for Teaching and Learning, and Special
Advisor, Research Ethics Education and Internationalization, University of Windsor Research Ethics
Board
Pierre is also a Research Fellow in the Centre for Research in Reasoning, Argumentation and
Rhetoric. Pierre's academic training is in Math and Philosophy of Science. Pierre teaches and
mentors in the University Teaching Certificate, and chairs the Centred on Learning Innovation Fund
(CLIF). In addition, he consults with faculty members, graduate students and sessional instructors
regarding course and curriculum design, pedagogy, and assessment.
Cathy Bruce, Dean of Education, Trent Online and the Centre for Teaching and Learning, Trent
University
Cathy has been studying teaching and learning for 25 years and is a founding faculty member of the
Trent University School of Education and Professional Learning. She is currently the Dean of
Education, Trent Online and the Centre for Teaching and Learning at Trent University. Cathy is the
2012-2013 recipient of the prestigious Ontario Confederation of University Faculty Associations
(OCUFA) teaching award and 2015 recipient of the Eduardo Flores Leadership Award for her efforts
to bring action researchers together internationally. Her research can be accessed at www.tmerc.ca.
Vince Bruni-Bossio, Assistant Professor, Edwards School of Business, University of Saskatchewan
Vince is highly experienced in community-engaged teaching and learning and is currently the
Director of the Edwards Experiential Learning Initiative (EELI). He teaches the capstone course in
Business Strategy and an experiential Management Consulting course. He has also won multiple
teaching awards. As a practitioner he has also worked with dozens of organizations in the area of
strategy, governance and organizational development. He has published numerous articles with a
practical focus in these areas.
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Marion Caldecott, Adjunct professor, Department of Linguistics, University of Victoria
Marion is an adjunct professor in Linguistics at the University of Victoria. She teaches as a sessional
instructor at both UVic and Simon Fraser University.
Alice Cassidy, Principal, In View Education and Professional Development, University of British
Columbia
Alice is an educational developer working in a variety of contexts and formats. As Vice chair,
Professional Development, EDC, 2006-2010, she coordinated the grants program, initiated the Living
Plan and created the EDC conference handbook. She has taught upper level and graduate courses in
Science and Education at the University of British Columbia (UBC). For many years, she was
associate director of UBC’s central teaching support centre.
Judy Chan, Educational Consultant Institutional Affiliation: Centre for Teaching, Learning and
Technology, University of British Columbia
Judy has completed her Organizational Coaching Certificate through the University of British
Columbia and is working towards the Associate Certified Coach credential of the International
Coaching Federation.
Nancy Chick, Chair, Teaching and Learning, Academic Director, Taylor Institute for Teaching and
Learning; Teaching Professor of English, University of Calgary.
Nancy is founding co-editor of Teaching & Learning Inquiry, the journal of the International Society
for the Scholarship of Teaching and Learning (ISSOTL).
Laura Chittle, GATA Network Coordinator, University of Windsor
Laura is responsible for promoting a learning-centred culture and facilitating GA and TA access to
various materials, workshops, and mentorship programs designed for their professional
development. She is a graduate of the MHK program and is currently a PhD student in the Faculty of
Human Kinetics.
Jeanie Cockell, Co-President with Joan McArthur-Blair, Cockell McArthur-Blair Consulting, Victoria
Jeanie and Joan profoundly believe that education is the most powerful force for social and
economic good in the world. Together they have more than 50 years of experience in higher
education and have taken that experience to build a consulting practice. They specialize in
collaboratively designing strategies to surface the wisdom of individuals, groups and organizations in
order for them to build positive futures and to respond effectively to change.
Maureen Connolly, Professor, Physical Education and Kinesiology, Brock University
Maureen is a 3MNTF (2003), an Erasmus Mundus scholar, and a YWCA Woman of Distinction.
Maureen’s teaching and research interests include curriculum, stressed embodiment, dance &
movement education, SBL/IBL and Freirian approaches to teaching and learning. Her theoretical and
pedagogical dispositions are semiotic, phenomenological, post/anti-colonial, irreverent and quixotic.
Heather Cruickshank, Research Associate, Western University, and freelance writer
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With an interdisciplinary B.A. and graduate-level training in qualitative research methods, Heather
has conducted research and knowledge mobilization on topics related to health, foodways and
education.
Sarah Davis, Research Associate, Technology Integrated Learning, University of Victoria
Sarah is a Research Associate at TIL and works on the Learning Analytics Pilot Project at UVic. She is
also a PhD student in the Department of Educational Psychology and Leadership Studies where her
research interests include self-regulated learning, student success, learning analytics, measurement,
and mental health.
Debra Dawson, Director, Centre for Research on Teaching and Learning in Higher Education; Adjunct
Research Professor, Western University
Debra was the Chair of the Educational Developers Caucus from 2013-2016. Her primary interests
include enhancing teaching culture in the post-secondary sector, the scholarship of educational
development, and the Instructional Skills Workshop. She is the co-author of the award
winning Becoming a Master Student.
Russell Day, Teaching Professor, Psychology, Simon Fraser University
In addition to teaching large, introductory classes (400+ students/class), Russell has been involved in
national Educational Development activities with the Instructional Skills Workshop (ISW) network
for the last 20+ years as a facilitator and trainer, and has been an EDC and STLHE conference
attendee for many years.
Marty Donatelli, Instructor, Camosun College
Marty has taught psychology at various colleges and universities throughout B.C. for over twenty
years. In that time, he has developed a number of gamed based educational techniques. Now at
Camosun College in Victoria, he is developing a web app game based on psychological principles of
motivation and education.
Patti Dyjur, Curriculum Development Specialist, Taylor Institute for Teaching and Learning,
University of Calgary
Patti works with faculties and departments as they map, review and assess their programs to
identify strengths and areas for improvement, which she finds to be interesting, challenging and
impactful. Her current research interests include the impact of curriculum review, and using digital
badges with faculty and graduate students involved in professional learning opportunities.
Rebecca Edwards, Learning Experience Designer, Technology Integrated Learning, University of
Victoria
Rebecca is a Learning Experience Designer at TIL. She works with instructors and programs to
facilitate learning through designing, developing, and refining online courses. She is also a MA
student in the Department of Educational Psychology where her research interests include self-
regulated learning, collaborative learning, student success, and learning analytics.
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Eliana El Khoury, PhD candidate, Werklund School of Education, University of Calgary
Eliana is a PhD candidate in Learning Sciences at the University of Calgary. Her PhD thesis is on the
integration of international early career professors in the teaching culture in a Western Canadian
university. Her main interests are in educational technology, signature pedagogy, Scholarship of
Teaching and Learning, educational development and intercultural competencies. She currently
works as the research associate for the SAGES program, in which she teaches and does the program
evaluation.
Lisa Endersby, Educational Developer, Teaching Commons, York University
Lisa is an Educational Developer with the Teaching Commons at York University. Her areas of focus
include experiential education and assessment. In particular, her work involves supporting faculty in
developing, facilitating, and assessing opportunities for students to reflect on their learning
experiences using a variety of innovative strategies. Her work in experiential education involves
considerable, varied facilitation opportunities to engage in reflective discussions
Jacqueline Fields, PhD Candidate, Sessional Instructor, Faculty of Social Work; and Research
Associate, Taylor Institute for Teaching and Learning, University of Calgary
Jacqueline’s passion for diverse leadership-focused studies is evidenced by her current research on
educational leadership in a postsecondary context, and her doctoral research on collaborative
leadership in human service organizations. Jacqueline remains committed to advancing knowledge
transfer on collaborative leadership, and educational leadership within and across disciplines in the
university environment, and beyond.
Lianne Fisher, Educational Developer, Centre for Pedagogical Innovation, Brock University
As part of the team in the Centre for Pedagogical Innovation at Brock University Lianne fulfills the
role of Educational Developer. Although Lianne works with all members of the Brock instructional
community, she primarily works with Brock Teaching Assistants (TAs) to foster their professional
development in teaching and to enhance learning for Brock students.
Jennifer Faubert, Educational Developer, The Paul R. MacPherson Institute for Leadership,
Innovation and Excellence in Teaching, McMaster University
Jennifer spends half her time supporting faculty development through design and delivery of a
series of teaching and learning workshops, facilitation of the Instructional Skills Workshop, one-on-
one consultations and new faculty outreach programming. The other half of Jennifer’s role involves
working with the MacPherson Leadership Fellow team supporting members through their 2-year
Fellowship, which seeks to lead change in teaching and foster cultures of continuous improvement.
Peter Felten, Executive Director, Center for Engaged Learning, Elon University (US)
Peter is assistant provost for teaching and learning, executive director of the Center for Engaged
Learning, and professor of history at Elon University (US). He has served as president of ISSOTL, the
International Society for the Scholarship of Teaching and Learning, (2016-17) and also of the POD
Network (2010-2011). He is co-editor of the International Journal for Academic Development and a
fellow of the John N. Gardner Institute for Excellence in Undergraduate Education.
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Mandy Frake-Mistak, Educational Developer, Teaching Commons, York University
Mandy is an Educational Developer for the Faculty of Education, the Lassonde School of Engineering,
and the School for Continuing Studies at York University. She facilitates a number of courses and
workshops including the Instructional Skills Workshop, EduCATE, as well as assisting with the
graduate student program. With a research background in the political economy of higher education
and critical policy studies, her role includes leading courses and workshops on teaching, the
Scholarship of Education (SoTL), and course design. She is also an Instructional Skills Workshop
Trainer.
Travis Freeman, Educational Developer, Faculty and Curriculum Development Centre, Ontario
College of Art and Design University (OCAD)
Travis works as an Educational Developer leading and supporting integration of technology into
teaching and learning within an art and design university. With a background in studio art practice,
Travis conducts and supports research in studio pedagogy including critique, active learning and
design processes.
Sherry Fukuzawa, Sessional Lecturer III, Department of Anthropology, University of Toronto
Mississauga
Sherry is a long-term, full-time contingent instructor who teaches 4-7 courses per year. She has
been publishing and been engaged in many pedagogical communities of practice involving
curriculum mapping, active learning classrooms and the scholarship of teaching and learning. She
was recently promoted to a limited-term lecturer, one-year contract where she acted as the Interim
Associate Chair of the Department of Anthropology. Upon the completion of that contract, she
resumed her precarity as a sessional lecturer III.
Kasey Fulton, Learning Designer, Centre for Teaching and Learning, Red Deer College
Kasey’s research interests include instructional media and excellence in blended and online design,
teaching and learning. Within her field, she supports course developers in utilizing emerging
technologies to promote student engagement and collaboration to create a more learner-centred
online environment and experience.
Marilyn Funk, Centre for Innovation and Excellence in Learning, Vancouver Island University (VIU)
Marilyn taught for 14 years in the VIU program of Resource Management, and early on explored
transformative innovations that would ensure her students lived up to their potential as learners.
She recently brought her knowledge of student engagement to a newly created “Visiting Faculty”
position in the Centre for Innovation and Excellence in Learning, where she works on a wide range of
instructional development projects.
Amanda Gatto, Visual Arts and the Built Environment Student, University of Windsor
Amanda is a third year Visual Arts and the Built Environment student at the University of Windsor
and University of Detroit Mercy. She works with Dr. Veronika Mogyorody as a research assistant
through the Outstanding Scholars program. Through the program, she has thoroughly researched
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learning spaces, as well as assisted on conducting a Space Audit for the University of Windsor’s
Center for Teaching and Learning. As a result of this research, she aspires to become an architect
with a focus on educational centers.
Stephanie Giberson-Kirby, Career Development Lead, Rady Faculty of Health Sciences, University of
Manitoba
Stephanie has been part of University of Manitoba’s learning community since 2002, employed as
an education programmer, researcher and consultant. She has served the College of Medicine as the
Director of Rural and Northern Continuing Medical Education, and as the Director of Faculty
Development. Currently, as the Career Development Lead with the Rady Faculty of Health Sciences,
she negotiates her way through teaching development and change management initiatives, inspired
by the work of Jackie and Cosette.
Apryl Gill, Educational Developer, Niagara College Apryl previously worked as an adjunct communication instructor in the Academic and Liberal Studies
Department for several years. Now, as an educational developer, she focuses her work on
developing and supporting faculty through programs, workshops, consultations, and resource.
Shaya Golparian, Educational Developer, Centre for Teaching, Learning and Technology, University
of British Columbia
Shaya develops and coordinates the TA Development Program. This includes consulting with
departments to plan, design, deliver and evaluate department-specific TA teaching skills
development.
Gerry Gourlay, PhD candidate, Biology, University of Victoria
Gerry is in her fourth year of her PhD in Biology and is a recent LATHE (Learning and Teaching in
Higher Education) certificate graduate from UVic and has been the TA Consultant (TAC) in the
department of Biology for three years. She is actively engaged in enhancing her own professional
development and helping others through workshops at the LTSI at UVic.
Kimberley Grant, Postdoctoral Scholar, Taylor Institute for Teaching and Learning, University of
Calgary
Kimberley’s doctoral work was in curriculum and learning, and her current research interests focus
on graduate student teaching development, authentic assessment and self-assessment, and
interpretive approaches to research.
Jill Grose, Director, Centre for Pedagogical Innovation, Brock University
Jill is the Director of the Centre for Pedagogical Innovation at Brock University providing oversight
for the Centre’s outreach and teaching and learning initiatives. She is co-chair of the International
ISW Advisory Committee and has taught in or facilitated educational development work in a variety
of contexts and countries.
Jackie Gruber, Credentialed Mediator, Credentialed Arbitrator, Conflict Management Coach, and
Human Rights and Conflict Management Officer, University of Manitoba
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Jackie works in the areas of the Respectful Work and Learning Environment policy and procedures,
helping individuals at the University of Manitoba informally resolve their concerns under the policy,
and coaching people to reach their goals in dealing with situations of conflict. Jackie has an
abundance of international experience in the field of alternative dispute resolution, and as a
mediator for the Manitoba Human Rights Commission.
Budd Hall, Professor of Community Development, School of Public Administration, University of
Victoria
Budd also is Co-chair of the UNESCO Chair in Community-Based Research and Social Responsibility in
Higher Education, and the secretary of the Global Alliance on Community-Engaged Research. He is
the founding director of the Office of Community Based Research and former dean of education at
the University of Victoria.
Shirley Hall, MLA, Educational Developer, Teaching and Learning, Wilfrid Laurier University
Shirley is an Educational Developer within Teaching and Learning at Wilfrid Laurier University.
Patty Hambler, Director, Health Promotion and Education, Student Development and Services,
University of British Columbia
As a student affairs professional, Patty has worked in a variety of roles at UBC – all of which have
focused on building community, promoting positive mental health, and strengthening student
capacity to succeed at university.
Robyne Hanley-Dafoe, Educational Developer, Trent University
Robyne is an award winning Psychology and Education Instructor who has taught for over a decade
at Trent University. Robyne also holds the role of Trent's Educational Developer in the Centre for
Teaching & Learning. Robyne’s interests and research focuses on innovative pedagogy, resiliency
and advanced assessment and evaluation practices. Robyne continues to work within the teaching
community bringing best practices for professional development and student engagement for
learners of all ages.
Natasha Hannon, Manager of Educational Development, Niagara College.
With a decade-long career that spans the college and university sectors, Natasha has worked in the
areas of graduate student professional development, STEM education, faculty and curriculum
development, and the scholarship of teaching and learning. She served as an executive member of
the Council of Ontario Educational Developers and currently holds the role of Vice Chair, Awards and
Recognition for the Educational Developers Caucus.
Hayley Hewson, Learning Experience Designer, Technology Integrated Learning, University of
Victoria.
Hayley collaborates with faculty, staff and students to integrate technology into learning and
teaching. Hayley works with instructors to develop and revise fully online courses and consults on
integrating technology into different modes of learning - online, blended, hybrid and face to face.
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Trevor Holmes, Senior Instructional Developer, Research and Faculty Programs, Centre for Teaching
Excellence, University of Waterloo
Trevor runs the programs for faculty development at Waterloo, supervising a staff of four who
support variously the SoTL work, New Faculty programming, and program coordination across
campus. He has published in the fields of gothic literary studies as well as higher education teaching
development. Currently he also teaches Women’s Studies 101 annually or biennially. He grew up on
the banks of the Grand River without being taught anything about the Haldimand Tract in school.
Beth Hundey, eLearning and Curriculum Specialist, Teaching Support Centre, Western University Beth has a PhD in Geography and is trained as a scientist with an interdisciplinary focus on
Environment and Sustainability. Her educational research interests include curriculum mapping for
non-course experiences and graduate student training in science communication.
Isabeau Iqbal, Educational Developer, Centre for Teaching, Learning and Technology, University of
British Columbia
Isabeau is an active member of the EDC and has a keen interest in mentoring new educational
developers. Currently, she is chair of the BC Teaching and Learning Network, a community of
individuals working to support teaching and learning in post-secondary environments in British
Columbia. Isabeau’s research interests include the sociology of higher education, academic cultures
and peer review of teaching.
Elizabeth Ismail, Co-manager, GATA Network, Digital Outreach Coordinator.
Elizabeth is a University of Windsor alumna with a B.A. Honours in Philosophy and Psychology, and
more recently, a M.Ed. in Educational Technology with a focus on Adult Learning. Elizabeth is thrilled
to be working with the Centre for Teaching and Learning in an effort to incorporate effective
technological design in education.
Steve Janz, Faculty, School of Business, Southern Alberta Institute of Technology (SAIT), Calgary
Steve is an Instructor in Accounting, School of Business, Southern Alberta Institute of Technology
(SAIT). In addition to teaching Advanced Accounting courses, he mentors new instructors in
innovative teaching methodologies and facilitates and trains new facilitators in the Chartered
Professional Accountants Professional Educational Program (CPA PEP). Steve has researched and
published two scholarship of teaching and learning (SoTL) articles, shared his teaching model with
hundreds of academics at numerous conferences, and travels throughout North America visiting
classes in action (Harvard, MIT, UBC).
Cheryl Jeffs, Educational Development Consultant, Taylor Institute for Teaching and Learning,
University of Calgary
Cheryl is an educational development consultant and faculty member at the University of Calgary’s
Taylor Institute for Teaching and Learning, and editor of Papers on Postsecondary Learning and
Teaching. Cheryl is committed to excellence in teaching and learning through a range of research-
informed programs and initiatives, workshops, consultations, and collaborative projects. With a
diverse background in professional development and adult education, Cheryl’s research interests
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includes formative feedback for teaching development, and graduate student teaching
development.
Alison Jeppesen, Learning Designer, Centre for Teaching and Learning, Red Deer College
Alison’s research interests include faculty development, curriculum design and teaching
effectiveness.
Janice Johnson, Sessional Instructor, Adult Education Department, University of the Fraser Valley
Janice has been a Sessional Instructor in the Adult Education Department at the University of the
Fraser Valley (UFV), for more than 10 years. She retired from the Centre for Teaching, Learning and
Technology at UBC as the Senior Manager, Teaching and Learning, in December 2016. In her current
role, she teaches a range of third and fourth year undergraduate classes in the Adult Education
degree program at UFV. She is one of the Co-Chairs of the Instructional Skills Workshop (ISW)
International Advisory Committee, and an ISW Faciltator and Trainer.
Frances Kalu, Curriculum Development Specialist, Taylor Institute for Teaching and Learning,
University of Calgary
Frances holds a PhD in Curriculum and Learning from the University of Calgary. A faculty member
and Curriculum Development Specialist at the Taylor Institute for Teaching and Learning, she
provides consultative leadership to faculties on curriculum. Her research interests include identity
formation, diversity and inclusion in teaching and learning and the scholarship of curriculum
practice.
Nectaria Karagiozis, Educational Developer, Experiential Education at the EDC, Carleton University
Nectaria has a Ph.D. in Educational Administration and Foundations. Taught numerous courses on
Curriculum Design and Evaluation, Learning Theories, Special Education. Been involved in program
development, experiential learning projects, and in accreditation review of academic programs.
Offers workshops that promote experiential education engagements and HIPs that target students’
engagement, their retention, &satisfaction rates. Researched the process of symbolization and
subjectivization through reflective writing and currently is co-investigator on the HIPs survey.
William Kay, Educational Developer, The Studio for Teaching and Learning, Saint Mary's University,
Halifax, NS
William is an Educational Developer at Saint Mary's University in Halifax, NS where he oversees
teaching, learning and scholarship support for faculty members. His current research interests are in
building and sustaining professional learning communities focused on enhancing student learning
outcomes. He is currently an EdD doctoral candidate in the Educational Leadership program at the
University of Calgary.
Natasha Kenny, Director, Educational Development Unit, Taylor Institute for Teaching and Learning,
University of Calgary
Natasha holds a PhD in Land Resource Science, and is the Director of the Educational Development
Unit at the University of Calgary’s Taylor Institute for Teaching and Learning. In her role, Natasha
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collaborates with faculty, staff, and colleagues across the university to plan programs and initiatives
that build teaching and learning capacity. Her research interests related to educational leadership,
the scholarship and practice of educational development, and the scholarship of teaching and
learning. She also maintains disciplinary research interests in bioclimatic urban design and thermal
comfort.
Alice S. N. Kim, Postdoctoral Researcher, Teaching Commons, York University
Alice earned a Ph.D. in Psychology from the University of Toronto, and her dissertation was focused
on how new memories are formed. Before joining the Teaching Commons, Alice’s postdoctoral
research focused on how learning and memory can be enhanced in a variety of populations,
including school-age children and memory-impaired individuals. At the Teaching Commons, Alice’s
goal is to apply her knowledge of learning and memory to enhance teaching and learning.
Laura Kinderman, Associate Director, Bachelor of Health Sciences Program, Queen’s University
Laura supports the development of the Bachelor of Health Sciences Program in the Faculty of Health
Sciences.
Kris Knorr, Area Lead for Faculty Development, MacPherson Institute, McMaster University.
Kris has spent 10 years in the field of Educational Development, and has focused on supporting
educational technology implementation, SoTL projects and initiatives, and educational
development, generally. Kris’ research interests include exploring motivators and barriers to
participation in educational development, community engaged education, and working with
students as partners in teaching and learning initiatives.
Cynthia Korpan, Professional Development Programs and TA Training, Division of Learning and
Teaching Support and Innovation, University of Victoria
Cynthia develops all ProD for graduate students, co-facilitates Learning and Teaching in Higher
Education (LATHE), a Graduate Certificate program, and develops faculty programming. Cynthia was
chair (and vice-chair, previously) of the Teaching Assistant and Graduate Student Advancement
(TAGSA) special interest group within the Society for Teaching and Learning in Higher Education for
four years, and is currently active on several EDC working groups and is incoming Coordinator of the
3M/STLHE National Student Fellowship Award.
Liesel Knaack, Director, Centre for Innovation and Excellence in Learning, Vancouver Island
University
Liesel is the Director of the Centre for Innovation and Excellence in Learning at Vancouver Island
University (VIU). She supports faculty and students on learning technologies, curriculum and
pedagogy strategies and scholarly teaching and inquiry projects. Liesel’s interests are in the areas of
metacognition, learning design and strategic leadership for enhancing a culture of teaching and
learning.
Jonelle Knowles, Professor, Hospitality Management, Vancouver Island University
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Jonelle has taught at the post-secondary level since 1998 in a variety of courses including Food &
Beverage Management, Conferences & Special Events, Marketing, and Consumer Behavior. She also
engages students and connects with the community to produce events, such as gala wine festivals,
dinners and events in the student operated dining room, a film festival and an industry student
conference. She is passionate about teaching and learning with a focus on service culture.
Anke Krey, Learning and Teaching in Higher Education (LATHE) graduate, University of Victoria
Anke earned a PhD in Natural Resources and Environmental Studies (UNBC). She completed the
Learning and Teaching in Higher Education (LATHE) program at UVic. Her experience as laboratory
instructor in undergraduate biology courses has inspired her current research on interventions to
develop students’ adaptive attributions of academic success and failure.
Erika Kustra, Director, Teaching and Learning Development, University of Windsor and EDC Chair.
Erika has been an educational developer for twenty years - facilitating over 200 workshops
nationally and internationally; co-authoring guides on discussions, learning outcomes, and
educational development portfolios; publishing articles on scholarly teaching, assessment of
centres, and teaching culture; and leading multi-institutional projects to examine teaching culture.
Erika received university- and national-level awards for university team teaching, and for leadership.
Elaine Laberge, PhD student, Sociology, University of Victoria
Elaine received her MA in sociology from the University of Alberta. Her research focuses on
university undergraduate students whose lives are shaped by persistent childhood poverty. At the
University of Victoria, her doctoral research builds upon her MA by focusing university leaders’ lay
beliefs about “poverty-class” students and poverty. She uses creativity in knowledge mobilization to
get research into the hands of frontline workers and social activists.
Walter Lepore, PhD candidate, School of Public Administration, University of Victoria
In May 2014, Walter joined the UNESCO Chair in Community-Based Research and Social
Responsibility in Higher Education as project coordinator. He is focused on increasing access to high
quality training in community-based research within higher education institutions and civil society
organizations in the Global South.
Cosette Lemelin, Educational Developer, Centre for Teaching and Learning - Instructional Services,
University of Alberta
With 20 years in adult education and 14 years in post-secondary education in Educational Developer
roles, Cosette's areas of interest include student and instructor engagement, and conflict in
university teaching and learning.
Tim Loblaw, Coordinator, Teaching & Learning Enhancement, Bow Valley College
Tim is the Coordinator of Teaching & Learning Enhancement at Bow Valley College (Calgary, AB). His
career spans technical and vocational education and training (TVET), competency-based education
and training (CBET) and educational development, which includes 20 years' experience in
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facilitation, instructional strategies and curriculum design. Tim is also chair of the Research Ethics
Board at Bow Valley College, and a board member of the Canadian Vocational Association.
Paul Maher, Director of Teaching, NSCAD University or Nova Scotia College of Art and Design With 16 years of teaching experience, Paul has worked in a diverse range of secondary and higher
education settings in Canada and Australia. When designing courses Paul blends traditional content
delivery with student centred learning approaches including: design thinking; active learning; peer
assessment and research based pedagogy. As Director of Teaching at NSCAD, he has been
instrumental in facilitating a student-centred approach to space design and academic technical
support, via the establishment of the NSCAD Learning Commons. This process driven project
included consultation, survey and participatory design approaches. He co-presented an interactive
workshop at STLHE 2017 Gateways conference entitled Critique 2.0 with Travis Freeman (OCAD). He
also participated on numerous external committees including the AAU faculty development
committee and the Halifax Educational Developers Working Group. Paul holds a Masters of Planning
from Dalhousie University, two post-graduate qualifications from the Royal Melbourne Institute of
Technology (Education and Visual & Performing Arts) and a Bachelor of Fine Arts from the College of
Fine Arts, Sydney.
Geneviève Maheux-Pelletier, Educational Developer, Teaching Commons, York University
Geneviève focuses on experiential education and the scholarship of teaching and learning (SoTL). In
both areas, she leads workshops and informal gatherings such as the Writing Circle, aimed at
encouraging SoTL research in a collegial atmosphere. She’s spearheaded initiatives such as the
online Experiential Education Guide and is part of a research team investigating the impact of
regular reflective activities in helping students approach learning critically. She also provides
bilingual teaching support to Glendon College.
Brent Mainprize, Teaching Professor, Gustavson School of Business, University of Victoria
As an educator, Brent is a national and international award-winning Teaching Professor at the
University of Victoria’s Peter B. Gustavson School of Business where he teaches Entrepreneurship,
Strategy and Indigenous Entrepreneurship. Over the past 18 years, Brent has deeply engaged with
many Indigenous communities in British Columbia. Brent was invited by Tribal Resource Investment
Corporation (www.tricorp.ca) to co-create and become the Program Director of the Aboriginal
Canadian Entrepreneurs program (www.iamace.ca). This unique program helps to revive and
enhance the entrepreneurial capacity of Indigenous people by delivering the program in the
community. The NW-ACE program has helped give birth to many Indigenous-owned businesses and
has been recognized with a number of international and national awards.
Curtis Maloley, Educational Developer, the Learning & Teaching Office, Ryerson University
Curtis coordinates and delivers orientations, workshops and professional development
programming for both faculty and Teaching Assistants, including the Professional Development in
Teaching Program for Ryerson graduate students. He also sits on the Aboriginal Education Council
(AEC) and Academic Integrity Council (AIC), and teaches in the Spanning the Gaps - Access to Post-
Secondary Program at Ryerson.
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Heidi Marsh, Director of SoTL, Centre for Teaching and Learning, Humber College Heidi is responsible for building and fostering a culture of scholarly inquiry across the College. In this
role, Heidi helps to empower faculty to conduct SoTL research in their classrooms and disseminate
their findings. With a background in cognitive and developmental psychology, Heidi's research
interests include metacognition, educational development, and learning environments. Currently,
Heidi also serves as the Co-Editor of the Journal of Innovation in Polytechnic Education.
Jennifer Martin, Educational Developer, Centre for Academic Excellence, Niagara College
Jennifer holds a PhD in Media Studies from Western University and has extensive experience
integrating technology into teaching and learning. As an Educational Developer in the Centre for
Academic Excellence at Niagara College, her main focus is the development and support of
technology-enhanced, learning initiatives at Niagara College. She is involved in a number of
technology-enhanced learning initiatives including learning management system training, workshop
development, and project managing the development of online and hybrid courses.
Clarke Mathany, Educational Developer, University of Guelph
Clarke has a primary focus on supporting departments in curriculum development and curriculum
enhancement processes.
Tommy Mayberry, Instructional Developer, TA Training and Writing Support, Centre for Teaching
Excellence, University of Waterloo
Tommy supports graduate-student teaching development at the University of Waterloo in his role as
Instructional Developer, TA Training and Writing Support at Waterloo’s Centre for Teaching
Excellence (CTE). Tommy also supports writing and TA training initiatives and consults with
instructors on aspects of their teaching including student writing, assignment design, feedback, and
teaching dossiers and statements. Additionally, Tommy supervises the team of six graduate students
who work at CTE as TA Workshop Facilitators
Joan McArthur-Blair, Co-President, Cockell McArthur-Blair Consulting, Victoria
Co-Presidents of Cockell McArthur-Blair Consulting profoundly believe that education is the most
powerful force for social and economic good in the world. Together, they have more than 50 years
of experience in higher education and have taken that experience to build a consulting practice.
They specialize in collaboratively designing strategies to surface the wisdom of individuals, groups
and organizations in order for them to build positive futures and to respond effectively to change.
Shanne McCaffrey, School of Child and Youth Care, University of Victoria
Shanne is originally from northwest Saskatchewan, with Cree, Métis and Blackfoot ancestry from the
communities of Beardy’s and Okemasis, Duck Lake and the Flathead Reserve in Montana. She
acknowledges herself as a trespasser on local Coast Salish territories and strives to have this
knowledge inform her life each day in the recognition that her privilege and power are derived from
the ongoing dispossession of territories from local Indigenous children, families and communities.
Shanne started working with the School of Child and Youth Care, University of Victoria in 2004 and
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has scholarship in the area of curriculum and program specialization, Indigenization, decolonization,
programming and practice that are informed by the Truth and Reconciliation Commission. Shanne
has a background in education, law, political and social sciences. Shanne has worked for over
twenty years as a facilitator, workshop designer coordinator and educator. Her community work
focuses on the recognition of privilege and power and how to move towards a more ethical and
equitable centre that holds values of the collective and community.
Kim McPhee, Teaching & Learning Librarian, Western University
Kim supports curriculum development in academic departments and the libraries. She is particularly
interested in the development of learning outcomes for information literacy (IL); creating authentic,
aligned assessments; and the creation of a cohesive IL program at a large institution.
Jamie McKenzie-Naish, PhD Candidate, Cultural Studies, Queen’s University
Jamie has worked extensively in educational and cultural sectors, both in Canada and the United
Kingdom. Her research interests are interdisciplinary in nature, with a critical focus on cultural and
narrative engagements. Her current doctoral research explores the intersection of public pedagogy
and public policy within a national museum context, and its implications for emancipatory
possibilities in professional practice and public discourse.
Alice Macpherson, Learning Strategist, Learning Centres, Kwantlen Polytechnic University
Alice works with students and faculty on issues of learning and teaching. Her focus in Educational
Development is on the Learning of Learning. She was the Coordinator of the Centre of Academic
Growth at Kwantlen from 2006 to 2012. Currently she is working part time as a faculty member with
KPU and also serving on the Steering Committee for the new KPU Retiree’s Association in addition to
facilitating Instructional Skills Workshops. She has been an ISW Facilitator since 1991 and a Trainer
with the Facilitator Development Workshops through the ISW Network.
Kiara Mikita, Postdoctoral Scholar, Taylor Institute for Teaching and Learning, University of Calgary
Kiara’s PhD work examined the ways in which people talk about men’s perpetration of sexual assault
against women and the implications that follow. Currently, her research interests are focused upon
student learning in the context of sensitive subjects, community-building, and “safe” spaces.
Mariel Miller, Manager, Technology Integrated Learning, University of Victoria
The Centre of Technology Integrated Learning is an academic support unit which assists the UVic
community with technology-enabled learning. At TIL she is responsible for managing and mentoring
a team of support staff, learning experience designers and research assistants. Her research and
professional interests include the design and use of online environments to support regulation of
learning as a dynamic and social process.
Marie-Jeanne Monette, Educator, Bilingual Research Assistant, WHERE??
Marie-Jeanne has taught and worked with clientele of all ages in school, university and municipal
settings. She has a sustained interest in health, wellness and progressive approaches to physical
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fitness. Her degrees are from Université du Québec à Montreal and the Université du Québec à
Rimouski.
Julie A. Mooney, PhD candidate, Faculty of Education, University of Alberta
Julie is a 3M National Teaching and Learning Fellow, has worked in educational development since
2009. While serving as a faculty development consultant at Mount Royal University, she created and
hosted the Teaching Strides podcast series, now going into its third season. Julie is currently
pursuing doctoral (Ph.D.) studies in Education focused on faculty development, and working as a
graduate research assistant in the Centre for Teaching and Learning at the University of Alberta.
Veronika Mogyorody, Teaching and Learning Senior Fellow, University of Windsor
Veronika is founder and past coordinator of the Visual Arts and the Built Environment program
associated with the University of Windsor's School of Creative Arts, and the University of Detroit
Mercy's School of Architecture. She is a 3M National Teaching Fellow and Brightspace Teaching and
Learning Innovation Award recipient. She has been the UofW's Academic Architectural Advisor, and
is currently the CTL's Teaching and Learning Senior Fellow.
Robin Mueller, Educational Development Consultant, Taylor Institute for Teaching and Learning,
University of Calgary
Robin holds a PhD in educational leadership. She supports engagement in the scholarship of
teaching and learning, consults with campus partners to strengthen teaching and learning initiatives,
and supports the teaching development of individual instructors. Robin maintains research agendas
in inquiry-based learning in higher education, SoTL research methodology, and the evolving field of
educational development.
Shannon Murray, Professor, Department of English, University of Prince Edward Island
Shannon is also a 3M National Teaching Fellow (2001), and the coordinator of the 3M NTF program.
She has facilitated the Faculty Development Summer Institute on Active Learning since 2002 and
gives workshops on teaching and learning topics including threshold concepts and portfolios. She
has published on early children’s literature, on the poetry of John Milton, and is working with Jessica
Riddell and Lisa Dickson on a book on teaching Shakespeare.
Janice Niemann, PhD candidate, Department of English, University of Victoria
Janice is a Teaching Assistant Consultant for the English department and works with all the TAs for
the largest first-year writing course at UVic. Her research interests include Victorian gardens,
domestic fiction, children’s literature, and first-year academic writing.
Jean Gabin Ntebutse, Professor, Faculty of Education, Université de Sherbrooke
Dr. Ntsebutse has a vast knowledge of both K-12 and higher education environments. He has
studied the knowledge of information technology in high school students as well as the response to
change among professors of higher education. A prolific researcher, Jean Gabin is called upon to
present in both French and English at conferences and academic meetings around the world.
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Lorelli Nowell, Eyes High Postdoctoral Scholar, Taylor Institute for Teaching and Learning, University
of Calgary
Lorelli’s mixed methods research is focused on mentorship and educational development using an
integrated knowledge translation approach. She is the program lead for the newly implemented
postdoctoral certificate in university teaching and learning.
Jason Openo, Director, Centre for Innovation and Teaching Excellence, Medicine Hat College
Jason is also a sessional instructor at the University of Alberta’s Graduate School of Library and
Information Science. He is pursuing his Doctorate of Education in Distance Education through
Athabasca University, and his research interests include the professional development of online
contingent faculty, and the convergence of assessment of student learning outcomes and quality
assurance.
Brit Paris, Research Assistant, Taylor Institute for Teaching and Learning, University of Calgary
Brit is a Taylor Institute research assistant, a PhD graduate student in Learning Sciences at the
Werklund School of Education, and the managing editor of Papers on Postsecondary Learning and
Teaching. Brit holds a BA in German, a BA (Honours) in Linguistics, both from the University of
Calgary, a BEd in Secondary Education from the University of Alberta, and an MA in Educational
Research. Her research interests lie in the intersection between language learning, classroom
assessment, and student experience.
Michael Paskevicius, PhD candidate, Education, University of Victoria
Michael is investigating how open educational practices are being enacted in formal higher
education. His research looks at the experiences of faculty in designing and practicing open
educational approaches to teaching and learning, as well as the student perspective of being
engaged with open educational practices. Michael currently works as an educational developer and
has significant experience supporting educational technologies in formal higher education. He
strives to embed open educational practices into his work as an educational developer whenever
possible.
Graeme Pate, Educational Developer Centre for Teaching and Learning - Blended Learning,
University of Alberta
Graeme is the newest member of the CTL team and brings experience with integrating effective
teaching methodologies and educational technology. Graeme spent sixteen years working in
Scotland at the University of Glasgow, developing innovative instructional materials as well as
designing and modelling innovative TEAL (Technology-Enhanced Active Learning) approaches such
as flipped teaching, merging advanced aspects of Moodle into courses and using Twitter & online
voting systems during lectures and tutorials to engage learners. He was the Programme Director for
the MA Primary Education and the B.Ed (Hons) degrees and was presented with three Excellence in
Teaching awards by the University of Glasgow for design, implementation of teaching methods and
the use of technology to enhance learning. His current research interests focus on the
implementation of effective technology-enabled learning and teaching (TELT) methodologies and
the impact of TELT on learner engagement and attainment. Graeme’s focus at CTL is to support staff
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who wish to use technology to enhance their teaching and learning and who want to become more
confident and competent using aspects of technology in their teaching, whether it be Moodle,
online polling, multimedia, social media or creating impactful presentations and documentation.
Samantha Pattridge, Associate Professor, Communications, University of the Fraser Valley
Samantha is an Associate Professor of Communications at the University of the Fraser Valley. In
addition to teaching Communications courses, she is active in various leadership roles. Her efforts as
department head, past chair of the institutional curriculum committee, and Instructional Skills
Workshop Network facilitator/trainer led to her receiving UFV’s Inspirational Leadership Award in
2016.
Andrea Phillipson, Postdoctoral Fellow, Centre for Teaching and Learning, Queen’s University
Andrea completed graduate degrees in English Literature and in Health Studies before beginning a
postdoctoral fellowship in educational development at Queen’s University. Working in the
University’s Centre for Teaching and Learning, Andrea’s dual responsibilities include educational
research and teacher education. As with most educational developers, Andrea’s professional
interests are eclectic, but she works most often in the areas of active learning classrooms and
writing pedagogy.
Ykje Piera, Learning Technology Specialist, Taylor Institute of Teaching and Learning, University of
Calgary
Ykje is the Open Educational Resource lead and learning technology specialist at the Taylor Institute
for Teaching and Learning, an experienced teacher in higher education, and a PhD student in
Environmental Design. She facilitates the use of technologies to enhance learning and teaching
through working collaboratively and in consultation with faculty, staff, and administrators at the
University of Calgary. Special interest are design based learning and the use of innovative
technologies to enhance learning.
Celia Popovic, Director, Teaching Commons, York University
Celia has over 30 years’ experience in supporting faculty and graduate students in teaching and
learning and is particularly interested in active learning techniques. She has used Lego in workshops
and courses and is keen to learn from participants.
Michael Potter, Teaching and Learning Specialist, Centre for Teaching and Learning University of
Windsor
Michael is a philosopher who began working casually as an educational developer in 2001, part-time
in 2004, and full-time in 2008. His goals include positively transforming the higher education system
in Ontario and bringing greater philosophical rigour to the scholarly and practical work of
educational development and the scholarship of teaching and learning.
Jessica Raffoul, Educational Consultant, Centre for Teaching and Learning, University of
Windsor
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In this role, Jessica contributes to research, programs, and curricula that support teaching and
learning, with a particular focus on the scholarship of teaching and learning, reflective practice, the
documentation of instructional excellence. She holds degrees and certificates in English literature,
creative writing, philosophy, and higher education.
Gurprit Randhawa, PhD candidate, Health Informatics, University of Victoria
Gurprit graduated from the Learning and Teaching in Higher Education Program (LATHE) in 2016.
She is also a Health Informatics Course Developer and Instructor at McMaster University, and the
Manager of Clinical Improvements & Informatics at Island Health in Victoria, BC.
Fiona Rawle, Associate Dean, Undergraduate, Office of the Vice-Principal Academic and Dean,
University of Toronto Mississauga
Fiona is currently the Associate Dean, Undergraduate, at the University of Toronto Mississauga, as
well as an Associate Professor, Teaching Stream, in the Department. of Biology. She is one of the
founders of UTM’s Research and Innovation in Science Education (or RISE) Group. Fiona’s teaching
and pedagogical interests focus on several areas: (1) the incorporation of evidence-based pedagogy
into course design; (2) the development of case studies to immerse students in real-world biological
challenges; (3) the development of active learning techniques that can be used in large class
settings; (4) the development of scientific literacy interventions that can be used across the
undergraduate biology curriculum; and (5) the development of meaningful cross-disciplinary
curriculum mapping approaches.
Leslie Reid, Vice-Provost Teaching and Learning, University of Calgary
Leslie is the interim Vice-Provost (Teaching and Learning) and a teaching professor in the
Department of Geoscience at the University of Calgary. She served as Associate
Dean - Teaching and Learning in the Faculty of Science from 2012-2017, where she worked to
support the creation of educational development programs that help enhance learning and teaching
experiences for students and staff. Her scholarly work focuses on STEM teaching and learning and
educational leadership and development.
Christine Reimers, Curriculum, Teaching and Learning Specialist, Centre for Innovation and
Excellence in Learning, Vancouver Island University
Christine’s career has passed through many permutations: director of programs for international
students; faculty member in liberal arts; faculty coach; head of a leadership development program.
She brings these experiences to her VIU position as instructional and career consultant, working
with people who are trying to change—their teaching, their professional focus, their goals—but are
still looking for ways to get started.
Jason Ribeiro, PhD candidate, Werklund School of Education, University of Calgary
Jason is a Ph.D. student and SSHRC Joseph-Armand Bombardier Canada Graduate Scholar working
out of the University of Calgary's, Werklund School of Education (Leadership, Policy and Governance
Unit). His emerging research aims to inform organizational leadership capacity to shape, lead, and
sustain innovation efforts in cross-sector partnerships. He is an active member of the international
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academic community, having taught over 500 university students, published 11 scholarly works, and
delivered over 20 national/international conference presentations.
Jessie Richards, Curriculum Developer, University of Toronto
Jessie’s work consists of supporting departments’ program development projects and large-scale,
course development projects. She works closely with the Centre for Teaching Support and
Innovation and other offices to coordinate resources for those projects. Prior to her time at U of T,
Jessie worked in the college sector where she supported curriculum design, program review, and
learning outcome assessment processes for many academic programs.
Jessica Riddell, Stephen A. Jarislowsky Chair of Undergraduate Teaching Excellence, Bishop’s
University
Jessica is the VP Canada for ISSoTL as well as a Board member for the 3M National Executive
Council. Dr. Riddell is a columnist of University Affairs in a series called “Adventures in Academe.”
She is also an Associate Professor and the Chair of the English Department and the Chair of the
Teaching and Learning Centre.
Alicia Rippington, Senior Biology Lab Instructor, Biology, University of Victoria
Alicia has a Bachelor of Science degree in Biology and Geography and a Master of Science degree in
Biology. Alicia is the Senior Biology Lab Instructor for BIOL184, BIOL186 and BIOL321 at UVic. She is
responsible for teaching, developing, coordinating and overseeing the laboratory components of
these courses. She is also responsible for training and supervising lab instructors.
Bill Roberson, Curriculum, Teaching and Learning Specialist, Centre for Innovation and Excellence in
Learning, Vancouver Island University
Bill has worked with four different teaching centres over a 20-year period, before joining the staff at
VIU in 2014. A former faculty member, himself, he now coaches faculty across all disciplines on high
impact practices for engaging and challenging students more actively and productively in the
classroom.
Whitney Ross, Educational Developer, Paul R. MacPherson Institute for Leadership, Innovation &
Excellence in Teaching, McMaster University
Whitney’s work focuses largely on the scholarship of teaching and learning, diversity and inclusion in
higher education, faculty support and development, and supporting graduate students as educators.
Gillian Saunders, English as an Additional Language (EAL) Specialist, Centre for Academic
Communication, University of Victoria
Gillian holds an MA in English Literature and certifications in TESL, editing, and facilitating learning
online. In her current role, with the guidance of UVic’s Division of Learning and Teaching Support
and Innovation, she coaches students of all levels in academic communication skills and supports
faculty and TAs whose courses involve composition and presentation assignments. She has been
working with English language learners in Canada and abroad for ten years, and is interested in the
processes and tools by which “non-traditional” students at Canadian universities become
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accustomed to writing and communicating in higher education and within their specific disciplines,
especially when they study in distance programs.
Carolyn Samuel, Educational Developer (Academic Associate), Teaching and Learning Services,
McGill University
Carolyn is an educational developer and award winning instructor who has extensive experience
teaching at universities in Canada and overseas. With a background in second language education,
Carolyn’s areas of interest and expertise include perceptions of teaching effectiveness among
instructors who teach their disciplines in a second or other language, and fostering language learner
independence through the development of meta-cognitive skills.
Jill Scott, Vice-Provost (Teaching and Learning), Queen’s University
Jill has been a professor at Queen’s University since 2001, where she has taught German language
and literature, as well as a variety of interdisciplinary courses on cross-cultural conflict and human
rights. Her research encompasses projects in teaching and learning and learning in higher education,
as well as Indigenous studies. In 2013, she was appointed Vice-Provost (Teaching and Learning), and
has since worked to enhance the student learning experience at Queen’s more broadly.
Lesley Scott, PhD student, Leadership Studies, University of Victoria
Lesley is researching higher education quality assurance (HEQA) systems in Canada, and in peer
jurisdictions internationally. She is particularly interested in government and HE sector approaches
to HEQA, and in all related frameworks, models and theories that directly support pedagogic quality
enhancement at the institutional level. She taught Critical Studies at Gray’s School of Art, Robert
Gordon University in Scotland, where she finally held the post of Learning Enhancement
Coordinator. At the University of Victoria, she undertakes intermittent research for the Division of
Learning and Teaching Support and Innovation. Her current research focus includes recent HEQA
developments in BC and Ontario.
Jonathan Shaw, Educational Developer, The Studio for Teaching and Learning, Saint Mary's
University
Jonathan is an Educational Developer at Saint Mary’s University in Halifax, NS, where he is
responsible for supporting intercultural competencies for faculty members. Having recently
completed a M.Ed. in Curriculum Studies, he has developed a particular interest in the experiences
of international students and English as a second language learners at Canadian universities.
Laurene Sheilds, Executive Director, Learning and Teaching Support and Innovation;
Professor, School of Nursing / School of Public Health and Social Policy, University of Victoria
Laurene is the executive director for the new Division of Learning and Teaching Support and
Innovation at the University of Victoria. Laurene’s leadership experience includes serving as
associate dean in the faculty of human and social development for the past 10 years, as well as
leading the development of the new school of public and health and social policy and serving as its
inaugural director for two years. In all of her roles, Laurene has been actively engaged in curriculum
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development and renewal, supporting students and faculty in learning and teaching, and creating a
supportive culture to allow the teaching and research mission of the university to thrive.
Nicola Simmons, Education, Brock University
Nicola is in Graduate and Undergraduate Studies in Education at Brock University. She has held
national and international leadership roles in the Scholarship of Teaching and Learning and as past
chair of the Educational Developers Caucus. Nicola focuses on SoTL, participatory pedagogy and
creative activities, educational development, and adult learning, development and meaning-making.
She is a 2017 3M National Teaching Fellow and in 2016 was given the Educational Developers’
Caucus Distinguished Educational Development Career Award.
Allyson Skene, Teaching and Learning Specialist, University of Windsor
Allyson is a teaching and learning specialist at the University of Windsor
Heather Smith, Director, Centre for Teaching, Learning and Technology, University of Northern
British Columbia
Heather is a 3M National Teaching Fellow and Professor of Global and International Studies and has
been involved in the teaching and learning community for over 10 years. Her areas of interest and
research include students-as-partners, teaching and learning political science and critical and
feminist pedagogies.
Mavis Smith, Education Developer, Curriculum Development and Program Renewal, Camosun
College
Mavis is an Education Developer at the Centre for Excellence in Teaching and Learning at Camosun
College. Previously, Mavis taught English for Academic Purposes and was a department chair. In
her current work, she and her team facilitate all aspects of a faculty-driven and strengths-based
program review and renewal process and support faculty in curriculum development. She is active
in the Instructional Skills Network as a facilitator and trainer.
Shayla Starcheski, Research Assistant, Technology Integrated Learning, Division of Learning and
Teaching Support and Innovation, University of Victoria
Shayla is a research assistant at TIL and works closely with the Learning Experience Designers on a
variety of projects, including the accessibility of our Learning Management System. She is also an
MA student in the Department of Educational Psychology and Leadership Studies, and her research
examines the impact of group roles on promoting regulation of learning and alleviating the
challenges learners face in collaborative work.
Maxwell Stevenson, Associate Director, Centre for Innovation and Excellence in Learning,
Vancouver Island University
Maxwell joined the Centre for Innovation and Excellence in Learning at Vancouver Island University
in 2017 after 13 years in the higher education sector in the United Kingdom. Before coming to VIU,
he managed the education development portfolio at the University of Essex, which ranged from
curriculum design and development with staff to training and development for students at all levels,
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from first-year undergraduates to final-year PhDs. His work is guided by his interest in the ‘how?’
and ‘why?’ of learning, as much as it is by the wide range of discipline-specific knowledge that our
students need to acquire. He feels lucky to support faculty from diverse disciplines, and welcomes
the opportunity to work with colleagues at VIU to develop curricula, design learning, and help
students be successful in their studies.
Sally Willis Stewart, Senior Instructor, School of Health and Exercise Sciences, University of British
Columbia Okanagan
Sally is a key educational leader researching and implementing teaching approaches and curriculum
focusing on enhancing wellbeing of students. She is also the director of the campus Nutrition
Education Centre. As a key member of the university’s Wellbeing standing committee, and
recognized for teaching excellence with numerous awards, she is committed to maximizing student
experiences and success through a focus on wellbeing, experiential learning opportunities, and
positive learning environments.
Kaveh Tagharobi, EAL (English as an additional language) Specialist, Centre for Academic
Communication, University of Victoria
In his role, Kaveh helps both international and domestic students improve their academic
communication skills, including writing (grammar, planning, organization, editing), reading, listening,
note taking, giving presentations, and critical thinking. Before starting to work at the CAC in 2013
(then called the Writing Centre), Kaveh had been an ESL/EFL instructor for 10 years in Iran, teaching
ESL and EAP in a variety of contexts to high school, undergraduate, and graduate students.
Susan Tasker, Associate Professor, Counselling Psychology Program, University of Victoria
Susan’s research interest focuses on how people manage and live with challenging and unplanned
life events. Currently, Susan is investigating the health and well-being of siblings of young homicide
victims in Canada and the US. Her study is one of the first Canadian studies to examine the
immediate needs and longer-term experiences of the brothers and sisters of young homicide
victims.
Rebecca Taylor, Educational Developer, The MacPherson Institute, McMaster University.
In her role, Rebecca primarily supports the delivery of teaching and learning opportunities for
faculty and instructors such as facilitating seminars and ISWs, overseeing the MacPherson Institute’s
Course Refinements and Teaching and Learning Networks programs, and engaging in new faculty
outreach. Beyond the 9-to-5, Rebecca supports girls via a local Brownies unit, environmental
initiatives via the Hamilton Conservation Foundation Board, crafting, and craftivism.
Jennifer Thomas, Learning Designer, Centre for Teaching and Learning, Red Deer College
Jennifer partners with colleagues and content experts to bring together curriculum, learner-centred
practices, and technology into effective learning experiences. Her research interests focus on
effective use of technology in the flexible learning environments.
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Joseph Topornycky, Manager, Graduate Student Programs, Centre for Teaching, Learning and
Technology, University of British Columbia
Joseph designs and develops CTLT’s overall programming and support for Graduate Students and
TAs. Joseph works to ensure that graduate student support is informed by teaching and learning
theory.
Meagan Troop, Educational Development Team, Centre for Teaching and Learning, Sheridan College
Meagan holds a PhD in Curriculum from Queen’s University, and recently joined the educational
development team at Sheridan College’s Centre for Teaching and Learning. Prior to that role,
Meagan worked as an instructional designer at the University of Waterloo. At Sheridan, Meagan is
involved in supporting faculty and curriculum development. Her research interests include creative
pedagogies, undergraduate and graduate student development, UX design for learning, and the
scholarship of teaching and learning.
Nancy Turner, Director, Teaching and Learning Enhancement, University of Saskatchewan
Nancy’s work for the past 15 years has focused on strategic leadership of learning and teaching
enhancement including initial and continuing professional development of faculty and graduate
students, technology enhanced learning, reward and recognition for teaching, sustainability, student
engagement in educational change, and open education. Nancy has worked in Canadian and UK
Higher Education with previous roles including Acting Dean and Associate Dean of Learning,
Teaching and Enhancement at the University of the Arts London.
Michael Van Bussel, Assistant Professor, Kinesiology and Physical Education, Wilfrid Laurier
University
Michael is an Assistant Professor in Kinesiology and Physical Education at Wilfrid Laurier University
(WLU). With a focus on innovative pedagogy, Michael is part of the Innovative teaching committee
in the Faculty of Science at WLU. Formerly he led the Faculty Development Portfolio for Fanshawe
College. He was also on the planning team of the College Educator Development Program (CEDP).
Michael was the Co-Chair of the Society for Teaching and Learning in Higher Education (STLHE) 2016
Conference held at Fanshawe College and Western University. This conference was a fantastic
collaboration between the college and university sectors which saw a dramatic increase in college
participation in 2016. He is also the representative of the College Sector Educators Community on
the 3M Teaching Fellowship Selection Committee. Michael has won awards in teaching and
coaching and was named Ontario University Athletics Provincial Coach of the Year in 2003 and 2004.
Marie Vander Kloet, Assistant Director, Centre for Teaching Support and Innovation/Teaching
Assistant Training Program, University of Toronto
Marie leads the Teaching Assistants’ Training Program, a peer training and teaching development
program for graduate students and teaching assistants. She is privileged to work with 15 creative
and brilliant graduate students; this year, the TATP is beginning to think through and take up the
TRC Calls to Action in our program. Her educational development and SoTL research focuses on
equity, access and inclusion.
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Madeline Walker, Coordinator, Centre for Academic Communication, University of Victoria
As Coordinator, Madeline supports students to become better academic communicators through
one-to-one tutorials, workshops, and a blog for graduate students. She has 10 years’ teaching
experience in academic writing and American and British 20c literature.
Jennifer Ward, Educational Developer, Centre for Teaching and Learning, University of Alberta
Jennifer is of Umpqua, Algonquin and Walla Walla ancestry and she lives and works in Treaty Six
Territory. She is an Educational Developer in the Centre for Teaching and Learning at the University
of Alberta. Jennifer works with faculty to Indigenize course and program content. She has worked in
both the K-12 education system and the post-secondary environment to weave Indigenous
worldviews into the curriculum. Jennifer also teaches an Indigenous Education course for pre-
service teachers in the Faculty of Education. Working with Elders, students and community are some
of her most cherished experiences. Hiy Hiy (thank you in Cree).
Ellen Watson, Educational Developer, Centre for Teaching and Learning, University of Alberta
Ellen is an educational developer at the University of Alberta with specialties in Science Education
and Assessment. Ellen has over 10 years’ experience of teaching in both secondary and post-
secondary contexts. Currently, a Ph.D. candidate with the Faculty of Education, Ellen is an active
member of the Science Education Research Group with the Canadian Society for the Study of
Education. Relatively new to the educational development profession, Ellen is particularly interested
in the role of the educational developer and educational development, educational developer
philosophies, and measuring the impact of educational development.
Gavan Watson, Associate Director, eLearning, Teaching Support Centre, Western University
Gavan is the current secretary of the Society for Teaching and Learning in Higher Education. With a
PhD in environmental education, Gavan has a professional background in educational development
and has published on topics such as: the role of technology in non-formal environmental learning;
teaching critical reflection to graduate students; and using social media in the university classroom.
Mary Wilson, Director, Centre for Academic Excellence, Niagara College
Mary has over 20 years of leadership experience in student affairs and academic affairs roles in
Ontario universities and colleges. She holds a Doctorate in Education from OISE/UT and is interested
in the history of post-secondary curriculum development, and the theory and practice of post-
secondary curriculum reform.
Glynis Wilson Boultbee, Principal Consultant, Catalyst Consulting, Red Deer, AB
In her seventeen years at Red Deer College, Glynis was, at various times, an instructor, department
chairperson, and Faculty Professional Development Animateur. Since 1999, she has worked across
Canada and in the United States for educational institutions, government, business and industry,
and the not-for-profit sector. Glynis delights in using story-telling and a variety of arts-based
processes in her teaching, facilitation, and community development work, and has been an
Instructional Skills Workshop facilitator and trainer since 1985. Glynis is currently a part-time
student in the Visual Art program at Red Deer College
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Alan Wright, Vice-Provost, Teaching and Learning, University of Windsor
Alan nears the end of his second term as Vice-Provost, Teaching and Learning, at the University of
Windsor. He has assumed leadership roles in the area of faculty and curriculum development at
various levels of the education system in Quebec, Nova Scotia, and Ontario. Dr. Wright is a recipient
of the STLHE’s Lifetime Achievement Award.
Brad Wuetherick, Executive Director, Learning and Teaching, Dalhousie University
As a member of the Office of the Provost and VP Academic, Brad oversees the Centre for Learning
and Teaching in addition to other institutional strategic priorities related to teaching and
learning. Also an associate member of the Centre for Higher Education Research and Evaluation at
Lancaster University (HERE@Lancaster), Brad is an active scholar of teaching and learning, with work
focusing on academic development, faculty attitudes and practices in teaching, threshold concepts,
academic analytics, technology-enabled learning, and undergraduate research.
Lin Yu, Learning & Instructional Design Specialist, Taylor Institute for Teaching & Learning, University
of Calgary
After graduating from the Werklund School of Education with a Master's of Education specializing in
educational technology, Lin Yu works at the Taylor Institute for Teaching & Learning at the
University of Calgary as a Learning & Instructional Design Specialist. She used to teach at Hunan
University before arriving to Canada. Now in her current role, she collaborates with instructors to
create effective course design to enhance student-learning experience.
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Information for Presenters
Technology and Supplies Each session room will be equipped with a laptop/computer (except HHB120) that supports
Windows 10, an LCD projector and screen, audio capabilities, internet and a microphone. If your
presentation is compatible with Windows 10, you will only require your memory stick /USB key. If
you are using another presentation format or have a Mac computer, you will need to bring your
own laptop (with a Mac adaptor).
Each room will have flipchart paper, markers, masking tape, sticky notes, index cards, pens, and
Kleenex.
Check the Schedule for Your Presentation Time and Location
Please check the schedule for your session time and room location. Please allow time for questions
and do not go beyond the session time as attendees will need time to refresh their liquids and
snacks and make their way to the next session.
Session Evaluations
Presenters, please save a couple of minutes at the end of your session for attendees to provide
feedback. Attendees will record feedback on index cards for you to gather. Presenters can then
take their feedback as the session ends. This way, attendees are encouraged to reflect on the
session, and presenters receive immediate feedback. Feedback instructions for presenters and
participants will be placed in each room.
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Acknowledgements
Special thanks to:
Conference Co-Chairs: Cynthia Korpan and Laurene Sheilds, Division of Learning and Teaching
Support and Innovation
Steering Committee: Janni Aragon, Shailoo Bedi, David Blades, Vivian Forssman (Royal Roads),
Gerry Gourlay, Sybil Harrison (Camosun College), Lauren Heppell, Laurie Keenan, Bruce Kilpatrick,
Paul Kim, Cynthia Korpan, Norah McRae, Mariel Miller, Carolyn Russell, Laurene Sheilds and Robina
Thomas
Conference Team: Lucy Nana Konadu Arthur, Carolyn Boss, Rich Chen, Shawn Curé, Marg
MacQuarrie, Dea Kearns, Kayla Smith, and Lauren Heppell
Supporting Departments: Technology Integrated Learning and UVic Communications
EDC Vice-Chair Conferences: Celia Popovic, for her ongoing support of the conference organizing
committee
Reviewers: Carol Appleby, Janni Aragon, Joyce C. Armstrong, Shailoo Bedi, Kathleen Bortolin, Carol Berenson, Michael Buck, Adam Chapnick, Patti Dyjur, Lisa Endersby, Vivian Forssman, Sue Fostaty Young, Gerry Gourlay, Allyson Hadwin, Jacqueline Hamilton, Cheryl Lynne Jeffs, Frances Kalu, Michal Kasprzak, Anna Keating, Cheryl Kennedy, Natasha Kenny, Barbara Kerr, Kris Knorr, Erika Kustra, Tim Loblaw, Phyllis MacIntyre, Clarke Mathany, Diane Michaud, Janice Niemann, Joe Parsons, Celia Popovic, Ruth A. Poproski, Gurprit Randhawa, Anna Rissanen, Zee Saleem, Carolyn Samuel, Kyle Scholz, Laurene Sheilds, Suzanne Sicchia, Allyson Skene, Crystal Tse, Igor Valentim, Marty Wall, and Olena Zhadko
Finally, a big thank you to all of the volunteers, without whom this conference would not be
possible: Abdulaziz Aldribi, Nancy Ami, Marcy Antonio, Aishah Bakhtiar, Shailoo Bedi, Jane
Butterfield, Marion Caldecott, Kelly Diether, Stephanie Eisler, Yan Gao, Gerry Gourlay, Betsy
Hagestedt, Melissa Hamer, Elena Holmgren, Alex Kent, Anke Krey, Elaine Laberge, Dave Long,
Patricia Minor, Jessica Mussell, Janice Niemann, Emma Pascoe, Gurprit Randhawa, Gillian Saunders,
Parni Tayebi, Kaveh Tagharobi, Madeline Walker, Marty Wall, and Pei-Ling Wang.
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About Victoria
Victoria is the capital city of British Columbia, with the metropolitan area of Greater Victoria having a
population of 344,615. It is located on the southern tip of Vancouver Island, situated on unceded Coast
Salish Territories. Besides being known as the “City of Gardens,” it is home to the oldest Chinatown in
Canada. Victoria is well situated to take advantage of the natural beauty of Vancouver Island.
