Workshops and Special Session

Pre-Conference Workshops Half Day: $60.00

Morning 9am - 12noon: W1 | W2 | W3 | W4 | W5 | W6

Afternoon 1:30pm - 4:30pm: W7 | W8 | W9 | W10 | W11 | W12

Pre-Conference Workshops - View PDF File

Special Session With Michael Wesch - Thursday June 24, 2010 10:30 - 11:20 am

Half Day Workshops (Morning 9am-12noon):

W1: Room KHE332
Shaping Novice Practitioners Via "Adaptive Mentorship"

Edwin Ralph, University of Saskatchewan
One of the best ways to assist neophyte practitioners across the professions to become creative and critical thinkers is to mentor them to engage in such processes during their undergraduate education programs. A Canadian-developed mentoring model that has proven effective in assisting novice practitioners to develop such professional competencies is "Adaptive Mentorship".
Adaptive Mentorship has been developed and refined by the presenter and his co-researcher during the past two decades for application in all professions, occupations, and training situations. The purpose of the workshop is to disseminate this model, its rationale, and its research record; and to invite interested personnel from all disciplines t:

  1. assess its effectiveness, and (b) consider its potential implementation within their respective mentoring/supervisory programs.
  2. In pairs and whole-group settings, attendees who have a practicum/clinical component attached to their pre-service educational programs will be invited to: examine the Adaptive Mentorship model and its features; practice applying it in case-simulations; and determine its potential practicality within their own educational programs.
  3. (The presenter acknowledges the support of SSHRC for this dissemination initiative.)

W2: Room KHE323A
Exploring, Shaping, and Knowing Student Engagement? HMM: Creative Teaching and Learning with Humor, Music, and Movement

Billy Strean, University of Alberta
With growing concerns about student engagement, the theme of creative teaching and learning provides an excellent catalyst to consider methods that enhance students' classroom experiences. Good teaching is akin to weaving a fabric of connectedness between student, teacher, and subject (Palmer, 2007). Teacher-student connection and student engagement are the two most important ingredients in teaching (Lowman, 1995). This workshop will explore three effective methods of weaving the fabric and engaging students. The session will model how to use humor, music, and movement to deepen learning while adding energy, engagement, and interaction. A short review of research supporting the methods explored in this session will include humor, music clips, and activities so participants will get the students' perspective of the advantage of these approaches. Participants will work individually and in small groups to explore and shape how they can use their creativity to bring these methods into their own courses.
The workshop will contain several other activities using humor, music, and movement to energize the participants throughout the half-day session.

 W3: ENG-LG6

Adam Lodzinski, Dr. Adam Lodzinski & Associates, Intervention and Curriculum Design
Whether in the visual, literary, or performing arts it is not easy to be an artist; nor is it easy to deal with the blocks, detours, and decision points along the way. The open-ended and typically solitary nature of artistic development and the frequent absence of clear milestones, makes achieving fulfilment and success in the arts especially challenging. Of course, there is no single road map as each person’s creative path is unique. In an ideal world, everyone would have a mentor to guide them; but mentoring relationships are neither easily formed nor maintained even when they are available. An alternative? Learn to be one's own mentor. Research on the creative process reveals that what sustains creative people isn't just their passion, inventiveness, or even their talent in a particular area, but also their ability to continually mentor themselves, especially once their formal education, apprenticeship, or mentorship has finished. Based in research on creativity and artistic development, the presenter’s interviews with renowned artists in several fields and through interactive discussion and sharing, participants will come away from this session with new insights and strategies to help foster self-mentoring skills in both themselves and their students.

W4: Room RCC 203
Rheta Rosen, Ryerson University
Katherine Turner, Ryerson University
Margot Collins, Ryerson University

"I had no idea what my students didn't know until I did a simulation" The Interpersonal Skills Teaching Centre at Ryerson University will offer participants an introduction to live-actor simulation that significantly enables student engagement and challenges learning, using a powerful experiential methodology. This promises to be an engaging interactive workshop with participants creating in real-time a simulation that reflects students' learning and teachers' curriculum needs. Using suggestions from their teaching experiences, we will build a custom simulation on the spot and then use it to demonstrate all aspects of this creative methodology from introduction to simulator feedback. Participants will then have an opportunity to engage as active audience, as co-facilitators and in the typical student role of being in the hot seat with the simulator. The workshop would also involve participants in facilitation techniques designed to draw the learning from the students while supporting theory and critical teaching points. There will be opportunities to explore the use of simulation to enhance student engagement and its value in the retention of knowledge, in a myriad of learning environments. You won't be sitting on the sidelines in this workshop.

W5: Room RCC 201
Carol Ann Courneya, University of British Columbia
Jane Gair, University of British Columbia
Sarah deLeeuw
Estelle Paget, Paget Communications
Sandra Semchuk, Emily Carr University of Art and Design

This workshop will encourage participants to use art in professional programs.  Session leaders will describe three ongoing projects/courses in UBC's Faculty of Medicine. These will allow participants to consider photography, mask making, and creative theory as tools to conceptualize topics students are learning in both basic and social science curriculum.  A facilitated discussion will uncover the current pedagogical/artistic landscape in professional schools across Canada.  The workshop will include an opportunity for participants to immerse in one of two guided exercises (photography or mask-making) followed by a facilitated discussion about how art can allow students access to other ways of thinking and learning. 

W6: Room KHE321A
Pamela Gravestock, University of Toronto
Nicola Simmons, University of Waterloo
Emily Greenleaf, University of Toronto
Ken Meadows, University of Western Ontario
Elaine Van Melle, Queen's University
Nancy Fenton, McMaster University
Carol Rolheiser, University of Toronto
Martha Crealock

In this pre-conference session we will explore the origins of SoTL and how this work has progressed in recent years with a particular focus on the role of research into teaching and learning in academic work. Participants will review the various components of the SoTL research cycle (e.g. identifying topics, setting a research plan, considering ethics and ethics review, conducting the research and interpreting results, selecting appropriate venues for publication, and disseminating results and using them to effect change) and will discuss for each component current best practices, how institutions and teaching support offices can enhance and further this work, and ways in which results can most effectively be disseminated, incorporated into curriculum and pedagogical practice, and ways in which broader networks of support and communication can extend the potential for impact. Presenters will also provide information regarding how their institutions support SoTL initiatives. Participants will leave this session with strategies to help initiate and support SoTL research within their own contexts.

Half Day Workshops (Afternoon 1:30pm-4:30pm):


W7: KHE323A
Heather Kanuka, University of Alberta
John Braga, University of Alberta
Leah Trueblood, University of Alberta
Connie Varnhagen, University of Alberta
Karen Ravognolo, University of Alberta

There is much talk about how the academy cares little about teaching. There is, however, evidence revealing that the majority of academics care deeply about teaching, would like to participate in learning opportunities, and want to be connected with colleagues in achieving excellence in instruction (Kanuka, 2008). This research is consistent with Palmer’s (1999) assertion that collegial socialization is an essential aspect of teaching excellence, and Gosling’s (2001) research that revealed academics want to engage in sincere discussion about teaching, and it is during these discussions that understandings about teaching and learning are developed. Most of us would not disagree with the benefits of collegial discussions about teaching; the challenge is creating a culture which inspires, within a voluntary model, academics to participate in such activities. In an effort to create an environment where academics would be inspired to participate in dialogues related to teaching, we created “Pedagogical Provocations”.
The purpose of this workshop is to provide a simulation of critical dialogue a in a format that has inspired academics to participate. Workshop objective: Interactive/evidence-based overview on why engaging academics in dialogue is important to teaching development.

W8: ENG-LG6 & ENG-LG14
Julia Christensen Hughes, University of Guelph
Joy Mighty, Queen's University

(This session is sponsored by the Higher Education Quality Council of Ontario)
This interactive workshop will focus on key findings, arguments and recommendations from the recently published book "Taking Stock: Research on Teaching and Learning in Higher Education." Edited by Julia Christensen Hughes and Joy Mighty (past and current Presidents of STLHE), the book features papers first presented by notable educational researchers and developers at a Higher Education Quality Council of Ontario (HEQCO) symposium. The book convincingly argues that research has long shown that conventional didactic teaching methods encourage surface learning approaches, typically resulting in learning deficits. Institutional characteristics and practices associated with educational contexts that encourage deep learning are also discussed. Following a brief presentation in which highlights from the book are shared, participants will engage in an interactive dialogue with the editors, chapter authors, and invited government officials and senior college and university administrators. The purpose of the workshop is to help disseminate the research findings, identify their implications, and propose action steps for key stakeholder groups in support of enhancing the quality of teaching and learning in higher education. Suggestions for further research will also be welcomed.

W9: KHE321A
David Barnet, University of Alberta

Through improvisation, participants will use play, spontaneity and physical engagement to create authentic performances of personal and professional stories related to teaching and learning. The performances will start from play and end with reflection, and provide opportunities to consider our own teaching practices. Above all the process will be enjoyable: like teaching and learning, if it is fun and shared with others, it will be more successful. The workshop will conclude with a discussion and practical demonstration by the participants of how these techniques might be applied to their teaching disciplines. The presenter is a specialist in helping people create theatre from their stories, most recently with an intergenerational group of students and seniors. His belief, which should be demonstrated in the workshop, is that all acting, from Shakespeare to reminiscence to issue-based theatre of argument, is based on playfulness and collective/group activity, and is accessible to everybody. Playfulness enhances teaching and learning, and creates a shared space between teacher and student, and between generations, where mutual experiential learning takes place. For this workshop, absolutely no theatre or drama experience is required.

 W10: KHE332
Elaine Khoo, University of Toronto Scarborough
Heather-Lynne, University of Toronto Scarborough

With increasing diversity in our student population, the necessity to address transition issues faced by students, particularly those facing linguistic and cultural challenges becomes an ever more pressing challenge. Since 2005, the Communication Café at University of Toronto Scarborough have attracted voluntary student participation (over 3500 visits) , and a large number of the ESL students achieved greater fluency, critical thinking skills and better vocabulary. Empowered Café students are able to participate in the mainstream academic discourse, and take leadership positions. Through specially designed pedagogic games, the critical thinking and communication skills were taught without being prescriptive (e.g. Starfield, 2004, Cameron, 2002). Using samples from the UTSC Communication Café, participants will explore the rationale underlying the Café approach and pedagogic games used. Through breakout groups, participants will use existing pedagogic game samples, along with guidelines provided, in examining how they could develop pedagogic games which meet the needs of their teaching or institutional context. In this highly interactive workshop, participants will gain insights into the level of engagement possible with ESL students. Participants will be invited to explore possible applications of pedagogic games in their respective institutional contexts.

W11: RCC203
Scott Anderson, University of Waterloo
Mark Seasons, University of Waterloo
Linda Carson, University of Waterloo

This workshop will explore how curriculum mapping helped identify challenges and opportunities in undergraduate education and report on its impact on redesign. Curricula were recently reviewed both by department and across the Faculty. This case is unique in that a Faculty-wide initiative has had success even though departments have been at different stages of their own processes. We will demonstrate and explain low- and high-tech approaches used, useful software, and the positive reaction of senior decision makers. Participants will engage in a hands-on demonstration of mapping desired student attributes to the UDLEs (Undergraduate Degree Level Expectations). We’ll discuss how approaches used at the departmental level fed into the faculty-wide process and decision-making. Participants will be invited to share and discuss their own processes and experiences. This workshop will: * Demonstrate how curriculum mapping can help identify gaps or overlap in knowledge and skills development both at the departmental and the faculty level. * Report on different approaches that have been useful in the iterative curriculum review process and decision making. * Review useful software and low-tech techniques. * Illustrate the impact of visual maps and their utility for decision-makers.

W12: RCC 205
Michèle White, Ontario College of Art & Design
Francis Leboutillier, Ontario College of Art & Design
Participants experience the teaching and learning process of a studio environment in a hands-on enactment of art and design studio-based creative practice. Through material process, the structure of multiple approaches to developing visual-spatial intelligence are demonstrated, analyzed and compared. In 2 half-day events, participants select among 6 studios presented at OCAD, 3 in the morning and 3 in the afternoon. Beginning with a 2-hour studio session, each person develops a specific material outcome. Workshops will include: 3-D Design Studio, Material Art and Design Studio, Fabrication Studios, Site and Intervention, and Encaustic Painting Studio. Presenters will include professors, instructors and students. From the studio, the workshop moves to a 45-minute group discussion with all morning or afternoon participants. Discussion of the studio experience will allow for information sharing. Morning and afternoon each contain art and design units so comparison can be made. Studios accommodate 20 people, with 120 in total experiencing the one-on-one small group environment common to applied studies.
As leading practitioners in the field of visual education OCAD members combine cutting edge presentation and teaching techniques with the latest in theoretical developments.


Special Session with Michael Wesch
Thursday June 24, 2010 10:30 – 11:20 am – Ryerson Theatre
Creative Teaching: Risky Business?

DESCRIPTION: If you are a graduate student about to embark on an academic career or a junior faculty member about to assume a full slate of teaching duties, the issue of creativity in the classroom may seem daunting. Your focus may just be on how to survive! Yet innovation and creativity in teaching and learning are key issues in higher education. Is there a way to engage with these issues while you are still developing your teaching skills? How do you develop your creative side as a beginning teacher? How creative can you be when you are just starting out? Is there a risk associated with being creative right off the bat? How do you manage that risk? When/how do you learn to take creative risks in teaching? What tools/strategies exist that can help you?

Inspiring novice teachers to be creative can also be daunting for those of us who support graduate students and new faculty. If you are an educational developer or a department Chair, how do you support someone who is aspiring to be a creative teacher but perhaps has limited experience?

This interactive session will seek to address these questions and forge a link between creative risk-taking in teaching and building teaching skills.

TARGET AUDIENCE: graduate students, educational developers who train TAs and offer professional development programming to graduate students, junior faculty members who have been recently hired, administrators hiring new faculty members.

MODERATOR/FACILITATOR: Megan Burnett coordinates the Teaching Assistants’ Training Program in the Centre for Teaching Support & Innovation at the University of Toronto. She also chairs a Special Interest Group of TA and graduate student developers within the STLHE.

Spaces are limited to 40 only