Educational Developers Caucus Conference 2020 · 2020-02-20 · Transforming Learning: Educational...

TransformingLearning:EducationalDevelopmentattheIntersectionsofRelationships,Evidence-basedPractices,andInclusivity

Halifax,NovaScotia,CanadaFebruary19-21,2020

EducationalDevelopersCaucusConference2020

EducationalDevelopersCaucusConference2020Wednesday,February19,2020

DalhousieUniversity

MC=MonaCampbellBuilding TentativeSchedule:February19,2020

1

Time Room Event

8:30to9:30 MCAtrium BreakfastandRegistration

MORNINGPRE-CONFERENCES9:30to12:30 MC2107 IndigenousLearningCircle:OurJourneyasSettlers

AprylGill;ElaineBerwald,VisitingElder;DanaWetherell;andCrystalAdamsCoons

In2015,theTruthandReconciliationCommissionofCanadaoutlinedcallstoactionforreconciliationbetweenCanadiansandIndigenouspeoples.Theproposedactionscallonalllevelsofgovernment“toraiseawarenessofIndigenouspeoples,cultures,histories,andintellectualtraditionsinnon-Indigenouslearners[…]”(Morcom&Freeman,2018).Inthissession,wewillexplorehowateamofEducationalDevelopersandanIndigenousEldercreatedandhavemaintainedanIndigenousLearningCircleatNiagaraCollege.

TheCircleisdesignedtoassisteducatorsinexploringtheissuesshapingtheexperiencesofIndigenousstudentsandcallsonfacultytoreflectontheirroleinreconciliation.ParticipantswillexplorethestoriesofindividualswhohaveparticipatedintheILC,engageinanILCsessionfacilitatedbyanIndigenousElder,andhavetheopportunitytorelatenewlearningstotheirownpracticeandtheirunderstandingofIndigenousWaysofKnowing.

MC1108

HowLearningWorksDr.MicheleDiPietro,ExecutiveDirectoroftheCenterforExcellenceinTeachingandLearningatKennesawStateUniversity

Atenetoflearner-centeredteachingisthatlearningisthelitmustestofanypedagogy.Therefore,oneofthemostimportantcontributionseducationaldeveloperscanofferinstructorsistohelpthemunderstandhowlearningworks.Thisveryinteractiveworkshopsynthesizes50yearsofresearchonlearningfromthecognitive,motivational,anddevelopmentalperspectivesintosevenintegratedprinciples.Emphasiswillbeplacedonexperiencingactivitiesthatilluminateeachoftheprinciples,whichparticipantscanreuseinworkshopsattheirinstitutions.

SPECIALMEETINGS9:30to12:30 MC1107 EDCExecutiveMeeting(invitationonly)

PRE-CONFERENCEATTENDEELUNCH12:30to1:30 MCAtrium Lunchforpre-conferenceattendees

COMMUNITIESOFINTERESTDuringthesecondhalfofthepre-conferenceday,wehaveintroducedafreeafternoonof“CommunitiesofInterest”facilitatedbykeycommunitymembers.These“CommunitiesofInterest”willfocusonbringingtogethermembersinaninformalandunstructuredsessionwheretheycandiscussandcollaborateonareasofinterest,issues,conundrums,orcuriositiesrelatedtotheirpractice.Itisouraimthatthesemeetingswillgenerateacalltoactionandbuildanetworkofprofessionalslookingtoengageindeepercollaborationanddiscoursearoundsessiontopics.

Thesesessionswillbefreeandopentoanyandallparticipantsattheconference.WehopethatyouplanyourtraveltoHalifaxinsuchawayastomakethesecommunityofinterestsessionspartofyourEDC2020experience.


DalhousieUniversity


2

Time Room Event

1:30to2:50

MC1107

CurriculumDevelopmentDr.SusanJoudrey,DalhousieUniversityDr.WilliamKay,SaintMary'sUniversity

Attendeeswillparticipateinafacilitatedcommunity-buildingsessionthathopestoprovideanoverviewofcurriculumpracticesacrossCanada,andidentifypeoplewhowouldliketocontinueinformalconversationsaboutcurriculumandpost-secondaryeducation.Thesessionwillbeorganizedaroundthefollowingoutcomes:

• Meetingothercurriculumprofessionals• Identifyingchallengesandopportunitiesbysharingexperiences• Sustaininganationalcommunityofinterest

MC2107

GraduateStudentsandTATeachingDevelopmentPhillipJoy,DalhousieUniversityBrandonSabourin,UniversityofWindsor

ThissessionisdesignedtobuildacommunityofinquiryaroundcurrentpracticesandissuesrelatedtoTAand/orgraduatestudentdevelopment.OursessionseekstoencouragethecommunitytothinkaboutanddiscussTAandgradstudentmentorship.WeencourageallwhoareinvolvedinorhaveaninterestinTAand/orgradstudentdevelopmenttocomeandshareonesuccessandonechallengeorissuetheyface.Itisourhopethatthissessionwillbeguidedbytheexperiencesoftheparticipantsratherthanasetlistoftopics.Throughsharingexperiencesandstories,weenvisionthegroupmightfeelempoweredtodiscusstheirvisionforsuccessfulTA/gradstudentdevelopmentinapublicway.

2:50to3:00 MCAtrium Break

3:00to4:20

MC1107

Equity,Diversity,andInclusivityTereighEwert,DalhousieUniversity

EnvelopedinthegenerouscollegialityforwhichEDCconferencesareknown,practitionersandpursuersofequitableandinclusivepedagogyareinvitedtojointhiscommunityofinterest.Wewillusethistimetogethertoidentifyexistingandeffectiveprograms,resources,courses,workshopsetc.;uncoverchallengesthatmaybesharedoruniquewithinthegroupandcollaborateandsupportoneanotherinhowthesechallengesmightbetackled;andshareemergingtheories,approaches,practices,withtheintentionofcriticallydiscussingandpossiblyadoptingandadvancingthese.

MC2107

StudentsasPartnersinLearningDr.HeatherSmith,UniversityofNorthernB.C.

Areyouinterestedinprogrammingrelatedtostudentsaspartners(S.A.P.)inlearning?AreyouactivelyengagedinS.A.P.research?AreyoucuriousaboutthechallengesandbenefitsofS.A.P.work?Areyoukeentomeetotherpractitionerswithsharedinterests?Iftheanswertoanyorallofthesequestionsisyes,pleasecomeandjointheStudentsasPartnersinLearningCommunityofInterest.Wewillusethisopportunitytoengageinnetworking,toshareexperiencesrelatedtoprogrammingandresearch,andtoreflectonthechallengesandbenefitsofS.A.P.work.Wewillalsoexploreopportunitiesformovingforwardtogetherasacommunityofinterest.

SPECIALMEETINGS

1:00to3:00 MC1108 TeachingandLearningCentreDirectors’Meeting


DalhousieUniversity


3

Time Room EventEDCWELCOME

4:30to5:00MacDonaldBuilding,UniversityHall

NewcomersWelcome

5:00to6:30MacDonaldBuilding,UniversityHall

WelcomeReception

MusicalaccompanimentwillbeprovidedbyNevenProstran,aguitarist,musicianandeducatorbasedinHalifax,NovaScotia.

EducationalDevelopersCaucusConference2020Thursday,February20MountSaintVincentUniversity

McC=McCainCentreRC=RosariaCentreMPR=MultipurposeRoom TentativeSchedule:February19,2020

4

Time Room Event

7:20 LordNelsonHotel

BusdepartshoteltotakedelegatestoMountSaintVincent

8:10 LordNelsonHotel


7:45to9:00 MPR BreakfastandRegistration

9:00to10:45 MPR WelcomeandOpeningPlenaryPartI:TheHeartofEducationalDevelopmentDr.MicheleDiPietro,ExecutiveDirectoroftheCenterforExcellenceinTeachingandLearningatKennesawStateUniversity

Dr.PeterFelten,AssistantProvostforTeachingandLearningatElonUniversity

Weoftenstudy,think,andtalkabouttherelationships,identities,andsenseofbelongingthatareessentialtothelearningandthesuccessofthefacultyandstudentsweworkwith,buthowoftendoweconsidertheseaboutourselvesandourfield?Inthishighlyinteractivetwo-partsession,wewillconsiderthewaysthatrelationships,identities,belonging,andstoriesshapeourpracticesandpurposes.Wewilldrawonmultipleformsofevidence–rangingfromempiricalresearchtostorytelling–tocriticallyexaminethewaysthatouridentitiesintersectwithourprofessionalrolesandresponsibilities.Whoareweinourwork?Whodowewanttobecome?Andwhoareweaccountableto–andwhodowewanttobeaccountableto–inourwork?

10:45to11:00 MPR Break

CONCURRENTSESSION111:00to12:00 McC105 CON01.1:TransformingTeachingandLearningCulturestoFosterWorkplaceWell-beingfor

FacultyandEducationalDevelopersDr.NatashaKenny,Dr.KlodianaKolomitro,andDr.SuzanneLe-MaySheffield

Resultsfromarecentstudylookingattheworkexperiencesofeducationaldevelopers(Kolimitro,Kenny&Sheffield,inpress)confirmfouremergentfactorsthatbothenhancedorhinderedparticipants’senseofwell-beingatwork:a)colleagues,b)manager/directors,c)institution/senioradministration,andd)workplacecharacteristics.Analysisdemonstratedthatwhileeducationaldevelopersutilizenumerouscopingstrategies,andinstitutionshaveattemptedtoimplementstrategiestosupportemployeewell-being,respondentswereclearthatmoreneedstobedone.Addressingissuesrelatedtoworkplacewell-beingmustgobeyondindividualaction.Deeptransformativechangewillonlyoccurthroughworkingwithcentreleadersandsupervisors,andbyfacilitatingsystemicinstitutionalchangetoaddressthechallengesandopportunitiesassociatedwithworkplacewell-being.

Thisworkshopwillprovideanoverviewofresearchrelatedtowell-beinginacademeandthenofferaninteractiveopportunityforparticipantstoidentifyactionsthatareneededtocreatedeeptransformativechangestofurthersupportworkplacewell-being,especiallyasitrelatestoeducationaldevelopers.Wewillexplorequestionssuchas:Whatisneededtoinfluenceandchangeourinstitutionalteachingandlearningpractices,policies,andculturesrelatedtoworkplacewell-being?Whatwouldateachingandlearningpolicyrelatedtowell-beinglooklike?Howcancentreculturesandpracticesfurthermodelwell-beingforourcampuscommunities?



5

Time Room EventOurhopeisthattheresultsofthisworkwillbenefitnotonlyeducationaldevelopers,butalsothewidercommunityinsupportingourcollectivejourneytocreateflourishingteachingandlearningculturesthatpromotewell-beinginourworkplaceenvironments.

11:00to12:00 McC301 CON01.2:StepsontheJourneyofDecolonizingCourseDesignRobinAttasandDr.SueFostatyYoung

AsCanadianeducationalinstitutionscontinuetograpplewiththeCallstoActionoftheTruthandReconciliationCommission(2015),teachingandlearningcentresmustmovefromgeneralitiesandinitialstepstospecific,significant,andstructuralchange.Thisworkshopoffersoneexampleofthelatterastwoeducationaldeveloperssharetheircentre’sfirstattemptatdecolonizingitscourseredesigninstitute,offeredeverysummerasatwo-dayprogram.Explanationofsomeofthegroundworklaidinboththecampuscommunityandtheteachingandlearningcentrestaffwillleadtoadetaileddiscussionofrevisionsmadetothecoursedesignprogramitselfandexplorationofthestepsyettobetaken.Twobreakoutsegmentsallowparticipantstoapplyfindingstotheirowncoursedesignprograms,brainstormpossibilitiesforchange,andconnectwiththosefromotherinstitutionstoshareideasandperspectives.Attendingasateachingandlearningteamisstronglyencouraged!

11:00to12:00 McC302 CON01.3:DisruptingtheHeteronormativeNarrativeinBusinessEducationClassroomsSusanGraham

Businesseducation,alongwithotherprogramareas,isfallingshortintermsofincludinggendernon-conformingindividualsandperspectives.Thisisimportantfortworeasons.First,gendernon-conformingindividualsmaynotfeelwelcomedorrepresentedinprogramsthatdonotaddressgendernon-conformityintheprogramcontentorcurriculum.Second,failuretoincludegendernon-conformingperspectivesinprogramsmayresultinfutureleadersbeingunpreparedtoleadorganizationsinanincreasinglydiverseworld.Thepurposeofthisinteractiveworkshopisto1.)highlighttheimportanceofgendernon-conformingcontentandperspectivesinprograms,includingbusinesseducation,2.)examineexistingscholarshipthatmaysupportthedevelopmentofadvancementsandinterventions,3.)encouragereflectionofteachingpracticestoidentifyopportunitiesforgreaterinclusionofgendernon-conformingindividualsandperspectivesinvariousprogramareas,and4.)co-developaframeworkthatmightsupportfacultywhorecognizeaneedforinclusionofgendernon-conformingindividualsandperspectives.

11:00to12:00 McC401 CON01.4:DesigningtheISSoTLFellowshipProgram:CommunityConsultationsandCriticalReflectivePracticeDr.HeatherSmith,Dr.JessicaRiddell,andHeatherCarroll

TheInternationalSocietyfortheScholarshipofTeachingandLearning(ISSOTL)existsbecauseof,andfor,itsmembership.TheISSOTLFellowshipempowerscommunitiesoflearnerscommittedtoscholarship,mentorship,leadership,andengagementinSoTLinitsmanyforms.TheISSOTLFellowsProgramidentifiesandsupportschampions,allies,andadvocatesforSoTLinordertohaveapositiveimpactonthelandscapeofhighereducationinternationally.

Duringthissession,panelistsengageinacritical/reflectiveevaluationprocess,whichwebelieveisessentialtotheprocessoftransformativelearning(MeyerandLand2003),abouttheprocessofbuildingandimplementingalarge-scalefellowshipanditsrelationshiptobuildingcapacitiesforSoTLleadershipthroughinterculturallenses.

Weseektocontinuallyimproveourprocessthroughacommitmenttotheapplicationofdiversity



6

Time Room Eventandequityinouradjudicationandselectionoffellows,andweinviteyoutojointhiscriticalandreflectiveprocesswithus.

11:00to11:30 RC312 CON01.5a:DesigningEthicalAssessmentsforInclusiveLearningDr.SusanJoudrey

Aseducationaldevelopersandeducators,howcanwesupporteachothertodesigncoursesthatacknowledgediversityandensureopportunitiesforstudentstoachieveacademically?Canwelearnfromthepasttoreflectonourcurrentteachingpractices?Thispresentationsharespreliminaryresearchfindingsbyexaminingahistoricalcasestudy(1930s-50s)ofBiology3“PersonalHygieneandPublicHealth”courseassignmentsfromtheMountAllisonUniversityarchives.Assessmentdesignisonewaytoenableengagementincoursematerialsandprovidespacesforstudentstochallengehegemonicideologies.However,identifyinginjusticedoesnotensurethatsubsequentactionsandassumptionsareappropriate.Byexaminingacollectionofassignmentsandthestudentexperienceinthefirsthalfofthe20thcentury,wecaninterrogateourcurrentbeliefsaboutcreatingassessmentsforadiversestudentpopulation.Attendeeswillreflectonmethodsforaddressingpersonalbiasesandconsiderstrategiesforcreatingconscientiouslearningexperiencesforstudents.

11:30to12:00 RC312 CON01.5b:BeyondtheOriginalCurriculumMap:AnInteractiveApproachtoOngoingEngagementwithFacultyJackieHamilton

Inthissession,astrategicSchool-widecurriculummappingprojectwillbeexplored.Bytakingaholisticfacultyfirstandlearner-centricapproach,theprojectwasabletomapallundergraduate,graduate,andexecutiveprogramsacrosstheLangSchoolofBusinessandEconomicsattheUniversityofGuelphinone,stream-linedprocess.

Inaddition,aninteractivecurriculummappingtoolthatallowsinstructorstoexploretheresultswasalsocreatedtoincreaseuseofresults.Bytheendofthissession,participantswilldevelopanunderstandingofthestrategiesandtoolstheycanusetocreateastrategiccurriculummappingapproachforentireSchoolsandColleges(vsoneprogramordepartmentatatime),aswellasidentifythebenefitsofbuildinganinteractivecurriculummapforfacultyandotherstakeholderstoexploreonanongoingbasis.

11:00to12:00 RC401 CON01.6:LevellingLearningHierarchiesinEducationalDevelopment:ACoPModelDr.WilliamKay,Dr.PaulMuir,Dr.NicoleConrad,andDr.ShelaghCrooks

Thisinteractiveworkshopwillsharea‘communityofpractice’(CoP)modelthathasprovenimpactfulandtransformativeforbotheducationaldevelopersandfacultymembersatSaintMary’sUniversity.Thecontextofthismodelisaresponsetoacallformorelateralvenuesforfacultyengagementinrelationtoexploringclassroom-basedlearningandteachingapproaches.Thisisamoveawayfromconventionalprofessionaldevelopmentvenuesofferedthroughdeliveredseminarsandworkshops.

Workshopfacilitatorswillrevealhowinvolvementinthislearningcommunityhasbeenanauthenticapproachtoengagingininterdisciplinarydiscussionsonbestpracticesinenhancingteachingpracticeandpromotingactivestudentlearning.Throughoutthesession,participantswillengageinaprogressionofguidedconversationtopicsrelatedtotheirowninstitutionalexperiences,aspirations,andchallengesintheareasofCoPcreation,engagement,and



7

Time Room Eventsustainability.

12:00to1:00 RosariaDiningHall

Lunch

1:00to2:00 MPR

IndigenousPanel:RespondingtotheIndigenizationImperativeDebbieMartin,CanadaResearchChairinIndigenousPeoples’HealthandWellbeing,FacultyofHealth,DalhousieUniversity

JonathonMeDrano,AssistantProfessorintheDepartmentofChildandYouthStudies,MountSaintVincentUniversity

NaiomiMetallic,Chancellor’sChairinAboriginalLawandPolicy,SchulichSchoolofLaw,DalhousieUniversity


CONCURRENTSESSION22:15to3:15pm

McC105 EDCDistinguishedCareerWinnerFeatureSessionCON02.1:TransformingEducationalDevelopment:HowdoweDevelopOurselves?Dr.CeliaPopovic(2019recipient)

Inthissessioneducationaldeveloperswillbeguidedthroughareviewoftheircurrentskillsandknowledgeinawiderangeofeducationaldevelopmentconcernswiththeaimofidentifyingdevelopmentneedsandwaystoaddressgaps.Participantswillbeengagedinreviewingtheirownprofessionaldevelopmentaswellasidentifyingwaystheycananddomentorandsupportothersintheeducationaldevelopmentcommunity.ParticipantswillbeintroducedtoanewresourceforEducationalDevelopers.Theintendedoutcomeofthesessionisforeveryparticipanttoleavethesessionwithapersonaltailoreddevelopmentplanwithrealisticaimsandtargetdates.

2:15to3:15pm

McC301 CON02.2:SOAR:AStrengths-Based,Results-FocusFacilitationModelforSupportingContinuousCurricularImprovementDr.BethHundeyandDr.StephanieHorsley

Assomedepartmentsgrowmorecomfortablewithcurricularreviewforqualityassurancepurposes,theirattentionshiftstowardsstrategicplanning,continuouscurricularimprovement,andrespondingto(oraheadof)changesinresources,disciplinaryfocus,andmarketforces.SOAR(Strengths,Opportunities,Aspirations,andResults)isaframeworktoguidestrategic,inclusive,andaffirmationalconversationsthathasbecomeapowerfuladditiontoourcurriculumtoolkit.

KeyprinciplesofSOARthatapplytocurriculumdevelopmentarethatitisstrength-based,focusesonmeasurableandtangibleresults,andengagesalldepartmentalstakeholders(e.g.,students,faculty,staff,employers,community,etc.).Inthissession,participantswillreceiveandworkwithanannotatedSOARagendathatcanbeamendedtohelpdepartmentsorotherunitsattheirowninstitutionsbuildaresults-focusedandstrength-basedstrategy.ParticipantswillworkingroupstodiscusshowSOARcanbeusedineithertheirowncontextorinaprovidedcasestudy.

2:15to3:15pm

McC302 CON02.3a:TransformingTeachingandLearningthroughTransmediaProjectsDr.BrandiEstey-Burtt

Transmediastorytellingisthetechniqueoftellingasinglestoryacrossmultipleplatformsandformatsusingcurrentdigitaltechnologies(forexample,Facebook,YouTube,textmessages,



8

Time Room Eventemail,blogs,websites,print,graphics,etc.).Thestoryemergesthroughareader’sengagementwiththecharacters,events,andplacesinboththestoryworldandtherealworld.Assuch,thenarrativeishighlyinteractive:thiseffectisachievedby‘transportation’intothestoryworldthroughthecreationofcontentthatpermeatesthedailylifeofthereader,withmultipleformsofmediadeliveringuniquepiecesofcontent,linkedtogetherandsynchronizedintoapersuasivenarrative.

Transmediastorytellingisarelativelynewphenomenon,andassuchitislittleknown.Whilethereareanumberof‘earlyadopters’whoareexploringitspotential,amongprospectiveeducationaluserstheprocessislargelyunknown.Weoutlinewaysthattransmediastorytellingcanbuildauthentic,meaningful,andtransformationalrelationshipsbetweenanaudienceandthestory,extendandenhancethescopeanddepthofthestorybeingtold;sharelimitedcontentandresourcesamongmanyplatforms;andincreasereachandcontentdeliverydiversity.

Wealsohighlighthowtransmediastorytellingcanbeusedtogenerateinterest,awareness,andengagementamongstudentsthroughinteractionwithon-line,andreal-worldcharacters,images,places,andevents.Throughorchestratingareader’sengagementwithmultiplemedia,transmediastorytellinghasthepotentialtobeutilizedineducation,knowledgemobilization,andtheraisingofsocialandpoliticalawareness.Itcanbridgethedividebetweentheclassroomandmoderntechnologiesandbringacreativecomponenttolearning.

Transmediastorytellingisinitsinfancy,butwearguethatitoffersnumerousbenefitsfortransformativeteachingandlearning:itcanengageeven‘reluctant’learners,givevoicetomarginalizedcommunities,enhancemotivation,leveragethepowerofcollectiveintelligence,andencouragestudentstodrivetheirownlearning.Itsparameterscanalsobeadjustedaccordingtotimeandexpenseconstraints.Inexploringthesepossibilitiesfortransmedia,wedrawonexamplesfromourownTransmediaEducationprojectwithmentalhealthprofessionalsandsocialworkersatSt.ThomasUniversity.Wehopeourworkcontributestoevidence-basedpracticesfortheuseoftransmediaineducation.

Thispaperwillfollowtheformatofa20-minuteresearchpresentation.ItwillincludeademonstrationofsomeofthematerialsdevelopedinourTransmediaEducationprojectandwillinvitequestionsanddiscussionfromtheaudience.

2:15to3:15pm

McC302 CON02.3b:RevisitingaRepository:Challenges,Opportunities,andLessonsLearnedDr.ElizabethGillis

Teachingresourcescanbedisseminatedinmanyways,includingviaopen-licensecollectionsandrepositories.Inthisway,resourcesthatareclassroom-testedcanbereused,revised,andcontextualizedinwaysthatmakethemvaluablelearningobjects.Overthepasttwoyears,wehavereviewedouropeneducationalresourcerepositoryaspartofaredesignprocess.Inthistalk,wewillbereflectingonitspotentialsuccessinsupportingourlocalteachingandlearningcommunity,theadvantagesinmovingtoarepositorybasedonwell-maintainedopen-sourcesoftware,andtherecentchangesweadoptedtobettersupporttheavailabilityofaccessiblecontent.WewilltouchontypicalrepositorysuccessfactorsandindicatorsforreuseforOERs.Weaimtoprovideusefulinsighttothoseinterestedinbuildingsimilarteachingandlearningresources.



9

Time Room Event2:15to3:15pm

McC401 CON02.4:SupportingEarlyCareerDevelopers:LearningtheLanguageandTranslatingtheKnowledgeDr.MandyFrake-MistakandDr.BrianNairn

Supportinguniversityteachingiswhateducationaldevelopersdo-simplyputthatis.Designingeffectiveworkshops,courses,andresourcesaresomeofthemeansbywhichweattempttocommunicatebest(better?)practicesforteachingstudentsinpostsecondaryeducation.Oftenthismeansthinkingcriticallyaboutourownpracticesandhowwecanbeeffectiveknowledgetranslatorstothosewhomaynothavethepracticalortheoreticalfoundationsofteachingthatwedo.

Theaimofthisinteractiveworkshopistoidentifyneedsandsharepracticalapproachesthateducationaldeveloperscanusetobestsupportearlycareerandemergingdevelopers.Throughajig-sawactivity,wewillexploreanumberofcriticalquestionsandwhattheymeanforemergingeducationaldevelopers.Wehopethattheseconversationswillencourageattendeesofallexperiencelevelstoconsiderinnovativepracticestosupportandengagenewandemergingdevelopersattheirrespectiveinstitutions.

2:15to2:45pm

RC312 CON02.5a:MentalWellbeing,Teaching,andLearning:ResourcesandCollaborationtoSupportInstructorsandTeachingAssistantsattheUniversityofWaterlooDr.KristinBrown

Creatinginclusivecampuscommunitiesincludesestablishingenvironmentsthatsupportstudents’wellbeing.ManyCanadianpost-secondarystudentsareexperiencingmentalhealthconcerns,includingoverwhelminganxietyanddepression(AmericanCollegeHealthAssociation,2019).In2017,theUniversityofWaterlooundertookacomprehensivereviewofmentalhealthoncampus,whichyieldedseveralteaching-relatedrecommendations(UniversityofWaterloo,2017).Toaddressinstructors’andTAs’needsforguidanceinsupportingstudentwellbeing,theCentreforTeachingExcellencecreatedasuiteofresourcesacknowledgingtheimportanceofbalancinginstructors’wellbeingwhilesupportingstudents’wellbeing.Wewillhighlighttheseresources,includingonlineteachingtips,workshopstailoredtoinstructorsandTAs,asectionintheinstitutionalTAManual,andcollaborationwithcampuspartners.

Participantsinthissessionwill:

• examineinitiativesprovidinginstructorsandTAswithpracticaltoolsforsupportingmentalwellbeingthroughcoursedesignandteachingstrategies;and,

• discusshoweducationaldeveloperscanhelpinstructorsandTAssupportstudentwellbeingintheircourses.

2:45to3:15 RC312 CON02.5b:FromPilottoImplementation:DevelopmentofaUniversityAllyProgramforIndigenousPeoplesDr.DanielA.Nagel,Dr.CatherineHamilton,Dr.MoiraLaw,andElderSheilaCroteau

TheMawoluhkhotiponAlly&SafeSpaceProgramforWabanakiandIndigenousPeoplesisintendedtopromoteamoreinclusiveenvironmentforIndigenouspeopleswhostudy,workorvisittheUniversityofNewBrunswickSaintJohn.InthissessionweoutlinethedevelopmentandimplementationofourprogramthatcamewiththesupportandblessingofbothEldersandmembersoftheIndigenouscommunitiesinourarea,andemphasizeshowongoingprogramevaluationandcollaborationwithkeystakeholdersfacilitatedasuccessfultransitionfrompilotsessionstofullimplementationoftheprogram.Wedescribehowwedevelopedmeasurement



10

Time Room Eventstrategies,gathereddata,andusedourfindingsfromprogramparticipantswithinputfromEldersandotherIndigenousstakeholderstocontinuouslyrefinetheAllyProgramtoitscurrentformat.GiventhedearthofliteratureonallyprogramsandtheneedtopromotesaferenvironmentsforIndigenouspeoplesoncampus,ourexperiencemaybeofbenefittoothersseekingtodevelopandallyprogram.

2:15to3:15pm RC401 CON02.6:TellingStories:AConversationonEvaluatingtheContribution,Value,andImpactofEducationalDevelopmentDr.CarolynHoessler,JessicaRaffoul,andDr.KlodianaKolomitro

Engageinfocusedfacilitatedsmallgroupdiscussionsofhowevaluationcantellthestoriesofcontribution,valueandimpactofeducationaldevelopment,includingchallenges,opportunitiesandapproaches.Weask:Whogetstotellthestory?Whoislistening?Whatstoriesaren’ttold?Withresourcesavailablefrompreviousevaluationactiongroupworkshops(e.g.,frameworksfordesigningevaluations,stakeholdergoals,andinterpretingdata),thissessiondigsintoquestionsofwhatcountsasevidenceinthestorieswehavetotellofimpact,forwhomisourcontributionvaluable,andtangiblestepsforhowtoengageothersintellingthestoryofcontribution,valueandimpactofeducationaldevelopment.Frominteractiveworkshop,attendeesshouldbeableto:1)identifyevidenceforthestoriesfortheircontext,2)explorehowisthatevidenceisshared,when,andbywhom,and3)articulateoneactiontoadvanceprogramevaluationattheirownCentre/Institute.

3:15to3:30pm MPR Break

CONCURRENTSESSION33:30to4:30

McC105 EDCDistinguishedCareerWinnerFeatureSessionCON03.1:ExploringEducationalDevelopmentthroughthelensofConsciousLeadershipDr.NatashaKenny(2018recipient)

Basedonmyleadershipexperiencesandlearnings,Icansummarizemyapproachestoleadershipfromthelensofconsciousleadership(Jones&Brazdau,2015;Hofman,2008).Beingconsciousisaboutbeingawareofandrespondingtoone’ssurroundings.Consciousleadershipisfacilitatedthroughawareness,intentionalityandtransformation.Throughconsciousleadership,theseprocessesareenactedacrossmultiplelevels(self,others,andtheorganizationsandcommunitieswhichsurroundus).Althoughthisisanemergentconceptformeandinscholarlyliterature,thefoundationsofconsciousleadershipcontinuetoinformmybeliefsanddailypracticesasaneducationaldeveloperandleader.Throughthisinteractivesession,participantswillexploreanoverviewofconsciousleadershipandhowtheprinciplesofconsciousleadershipcanapplytotheworkofeducationaldevelopers.

3:30to4:30

McC301 CON03.2:FailureasaCatalystforGrowth:CriticalFriendsinEducationalDevelopmentDr.JenniferBomanandDr.MichelleYeo

Intheeducationaldevelopmentliterature,wearemuchmorelikelytoencounternarrativesofsuccessthanweareoffailure.Asdevelopers,wemaybereluctanttoacknowledgeoropenlydiscussexperiencesoffailure.Astwomid-careerpractitioners,wehavedevelopedatrustingcollegialrelationshipwithinthecomplicatedenvironmentofourwork.

Thisworkshopisgroundedinourrecentself-studyoffailureinourownpractice.Theintendedoutcomesofthisworkshopwillbeforparticipantstoexcavateexperiencesoffailure,andtoleave



11

Time Room Eventwithastructuredwayofthinkingabouttheseexperiencessuchthattheybecomecatalystsforgrowth.

Wewillutilizetheframeworkweusedinourownself-studytoguideparticipantsinreflectinguponexperiencesoffailureintheirpractice.Participantswillhavetheopportunitytoconnectwithotherdevelopersandtoengagewithareflectivemodelthattheycantakebacktotheirowncentres.

3:30to4:30

McC302 CON03.3:NavigatingRelationshipswithGroups:UnderstandingRapportDonnaEllisandVeronicaBrown

Facilitatinggroupdiscussionsaboutcurriculum,engagingincommitteemeetings,runningworkshops.Thesearecommonpartsofmanyeducationaldevelopers’practice.Someoftheseeventsseemtogomoresmoothlythanothers:thequestioniswhy?Onepossibleanswerinvolveslookingatthemanyrelationshipspresentinthesegroupsettingsinrelationtotheconstructofrapport.Atthissession,wewillexploreanintegratedmodelofrapportthatidentifiestheimportanceofsixkeyrapportelementsinrelationtotime:mutualattentiveness,mutualrespect,empathy,trust,coordination,andpositivity(Hoessler&West,2017;Tickle-Degnen&Rosenthal,1990).Participantswillapplythemodeltotwocasestudiesandcontemplatetheimplicationsofthismodeltotheirpracticeaseducationaldevelopers.

3:30to4:00 RC312 CON03.4a:DigitalToolsforEnhancingCurriculumandBuildingClassroomCommunityinHigherEducationDr.PaulaMacDowell

Whiletherearemanytechnologicaloptionstoengagestudentsandenhancethelearningenvironment,therearealsoconsiderablechallengeswithintegratingtechnologyinmeaningfulandinclusivewaysinuniversityclassroomsandlabsettings.Thissessionwillreportonanoveltechniqueforenrichingcurriculumandbuildingcommunitybyleveragingaugmentedreality(AR)experiencesthataresuitableforlearnerswitharangeoftechnicalskills,frombeginnertoadvancedlevels.144undergraduateandgraduatestudentsfromsixinterdisciplinaryclasseswerechallengedtocreate,code,andcurateARexperiencesthatrepresentthecoursekeywordsinanewway,andanewmedium.StudentsdesignedandprogramedARscenesthatoverlaydigitalinformationontopofthekeywords,therebyaugmentinglearningwithpersonalizeddefinitionsthatinteractwithbothphysicalandvirtualenvironments.Notonlyisthisflexibleandeasily-adaptableassignmentenjoyabletoteachandmeaningfultodo,butitalsobuildscommunitybybringingpeople,art,story,knowledge,andtechnologytogether.

AseriesofARdemonstrationswillbepresentedasstimulatingexamplesandtoprovideadepthofunderstanding.ResearchfindingswillexplorehowARdesign,coding,andsharingcanfosterabetterstudentlearningexperience(e.g.,supportingcreativethinking,distributedcognition,experientiallearning,psychologicalimmersion,andvisualizationtechniques).Participantswillbeinvitedtocontributetheirperspectivesonhowdigitaltoolscanbeemployedininnovativewaystomeetteachingandlearninggoals.



12

Time Room Event4:00to4:30 RC312 CON03.2b:TheAuditCultureUnderSurveillance:NavigatingHigherEducation

Dr.AllysonSkene,JessicaRaffoul,andLauraChittle

Overthelasttwodecades,researchershavearguedthatacultureofaudit,managerialism,andincreasinggovernmentoversightandregulationhasmaterializedinpost-secondaryinstitutions,negativelyimpactingacademicfreedomandthequalityofteaching(Apple,2005;Shore,2008;Spooner,2015;Power,1994).Atthesametime,theintentbehindtheemergenceofthiscultureistoensureaccountabilityinacontextchargedwithandresponsibleforeducatingandgraduatingethical,engagedcitizens.Howhastheauditcultureimpactededucationaldevelopment?

Inthissession,wewillshareresultsfromanEDC-fundedinvestigationintotheimpactoftheauditcultureonteachingandlearningcentresinCanada,includingareviewofcentremandates,activities,reportingpatterns,anddatacollection,aswellasstaffperceptionsaroundwhetherthesedatacapturetheirworkandimpact.Wewillalsosharerecommendationstoenhanceevidence-basedpracticesthathelpeducationaldeveloperseffectivelynavigatetheauditculture.

3:30to4:30

McC401 CON03.5:PlanningforDiversityandInclusiveness:GeneratingaTheoryofActionforaTeachingandLearningCenterWendyJames

Creatinginclusiveteachingandlearningenvironmentsisacomplexprocessthatgoesfarbeyondtheteachingphilosophyofindividualfacultymembersoraninstitutionalprioritytoincreasediversity.Itrequiresaconcertedeffortthatincludesworkincommunications,atthecollegeanddepartmentlevel,witheducationaldevelopers,andthroughallaspectsoftheworkofaTeachingandLearningCenter.Carefulplanningprocesses,includingatheoryofaction,canhelpclarifyhowtoeffectivelysupportcomplexinstructionalandculturalshifts.

Sessionoutcomes:

• Clarifyhowtoutilizeinstitutionalprioritiestosupportatheoryofaction• Developelementsofatheoryofactionforcreatingteachingpracticesthatfacilitate

inclusivecommunity

4:50pm BusdepartsMountSaintVincenttoreturndelegatestotheLordNelsonHotel

4:30to5:30 MPR EDCAnnualGeneralMeeting

5:45pm BusdepartsMountSaintVincenttoreturndelegatestotheLordNelsonHotel

6:30to9:00 LordNelsonHotel&Suites

BanquetThisyear'sbanquetwilltakeplaceattheconference'shotelofchoice,TheLordNelsonHotelandSuites,intheheartofHalifax,andisincludedaspartofyourregistrationfee.

EducationalDevelopersCaucusConference2020Friday,February21MountSaintVincentUniversity


13

Time Room Event

7:20am LordNelsonHotel


8:10am LordNelsonHotel


8:00to9:00 MPR BreakfastandRegistration

CONCURRENTSESSION49:00to10:00 McC105 CON04.1:ServingsomeEducationalDevelopmentPie:CuttinguptheFociandTimeofa

“DiversityandInclusivity”PortfolioTereighEwert

CanadianEDsstrivetoembed“inclusion”ofoneormanytypesintotheirdailywork.Formanyfolks,though,thisfacultydevelopmentisforcedtothe‘cornersoftheirdesks.’Foronemagicalhour,participantswillbegivenanewEDcolleaguetojointheircentre.Thiscolleagueistaskedwithtakingtheleadoneducationaldevelopmentindiversityandinclusivity.Thechallengesputtoparticipantsarethese:identifythedifferentfociforthisindividual,andtoanticipatethetypesofactivitiesinwhichthisindividualwillengage,anddeterminehowmuchtimeisallottedtoeachfocus.

Thisactivitywillbefollowedwiththeshared(andperhapssurprising)storiesfromalivingandbreathingED(DiversityandInclusivity).Finally,thegroupwillstrategizehowtheidentifiedfociandactivitiescanbeeffectivelymetinEDcentres,regardlessofwhetherornotthereisadedicatedposition.

9:00to10:00 McC301 CON04.2:ReflectionasPedagogy:TeachingReflectionforExperientialEducationLisaEndersby

Theactofreflectionisacommon,habitualhumanactivitythatcanoftenfeellikereminiscingorlooklikeremembering.Intheclassroom,however,reflectionisapowerfulpedagogicalstrategyforinspiringdeeperlearningandencouragingstudentstomakewhatandhowtheyarelearningmoreexplicit.

Thissessionwillshowcaseamodelforcriticalreflectionthatcanbeappliedtothedesign,facilitation,andassessmentofopportunitiesforanalysisandsynthesis,whileprovidingparticipantstheopportunitytoexperiencethismodelthroughtheeyesofastudentengagedinexperientiallearning.

Aninteractiveseriesofexerciseswillencourageparticipantstoexaminetheirownunderstandingofreflectionashabitandpedagogywiththegoalofleavingwithideasforincorporatingthismodelintotheirownteachingorsupportingfacultyinconsideringtheseideasforfurtherenhancingtheirexperientialeducationofferings.

9:00to10:00 McC302 CON04.3:BetheExpert-NOT:EducationalDevelopment(ED)as‘FacilitatingOpportunitiestoCreateCommunities’.Dr.RussellDay

Perry(1970)notedthatdevelopinglearnersenterpost-secondaryas‘dualists’–seeingonlyrightorwrong,withlittleroomfor‘maybe’.OurEDclientelearepost-secondaryeducators,whowhilecommittedexpertswithintheirchosendisciplines,mayoccasionallydefaultbacktobeing



14

Time Room Event‘dualists’whenseekinghelpfromEducationalDevelopers(EDs),andEDsmustresistthenaturalurgeto‘givethemtherightanswer’.ForEDsthereisoftenatensionbetweenbeingtheTeachingandLearningexpert(whyyouwerehired)andbeingthefacilitatingquestionerwhoasks:“Whatdoyouthinkwillworkforyou?”

Inthislivelydiscussion,wewillexplorethepowerofusingsimplefacilitationapproachestoengageEDclientele,alladultlearners,intheself-reflectionprocessesthatwillleadtocommittedchangesinteachingpractice.Facilitatedindividualconsultationsandfacilitatedreflectivepracticeingroups(e.g.,ISW),canbetransformativeandhelpbuildlearningcommunitiesacrossdisciplines.

9:00to10:00 RC312 CON04.4:TheABCsofCourseRedesign:EngagingwiththeABCRapidCourseRedesignMethodWendyFreeman,CurtisMaloley,MichelleSchwartz,NadaSavicevic,RestianiAndriati,andLesleyZannella

Howcanyouredesignacourseforonline,blended,orin-classdeliveryinjust90minutes?Overthelastfouryears,educationaldevelopersandinstructionaldesignersatRyersonUniversityhaveadaptedUniversityCollegeLondon’sABC(ArenaBlendedConnected)curriculumdesignworkshoptogivefacultymembersanopportunitytoredesigntheircoursesusingawiderangeofnewtoolsandideasforflipping,blending,andbetteraligntheircurriculum.Thistransformativeprocessinvolvesvisuallystoryboardingacoursecurriculum,breakingdownhowthecoursemakesuseofcommonlearningactivities,includingacquisition,investigation,production,discussionandcollaboration,andworkingwithpeerstoimplementbothconventionalanddigitaltoolsinordertoprovidemoreopportunitiesforformativefeedbackandassessment.Participantsinthishands-onworkshopwillhaveanopportunitytotryouttheABCCourseDesignactivity,andtoreflectonhowthismethodhasbeenadapted,andcouldfurtherbeadaptedtomeettheneedsoffacultymembersatyourinstitution.

9:00to10:00 McC401 CON04.5:ExperimentalApproachestoTeacherDevelopment:APerformanceBasedTeachingDevelopmentCohortAlliDiskinandCristinaD'Amico

TheTeachingAssistants’TrainingProgram’snewteachingpracticum“ExploringYourTeachingPresence”accommodatesaneedtoaddressgraduatestudents’concernsaroundteaching-relatedanxietyandconfidence.Makinguseofmultipleperformancepractices,suchastheatre,jazzimprovisation,etc.,thispracticumencouragesparticipantstoengagetheirbodies,voicesandpersonalities,andchallengestheirassumptionsaboutwhatitmeanstobeagoodteacher.Inthisworkshop,participantswillbeintroducedtothehistoryandstructureofthispracticum.Wewilldiscussbarriers,challengesandresistancetoaperformance-basedapproach,aswellasstrategiesforcommunitybuilding.Finally,participantswillreflectontheirownpositionaseducationaldevelopersandconsideradjacentskillsandmethodsthatcouldbeincludedintheirownpractice.




15

Time Room EventCONCURRENTSESSION510:15to11:15 McC105 CON05.1:Mawoluhkhotipon-FosteringaSaferSpaceonCampusThroughAllyship

Dr.DanielA.Nagel,Dr.CatherineHamilton,Dr.MoiraLaw,andElderSheilaCroteau

TheMawoluhkhotiponAlly&SafeSpaceProgramforWabanakiandIndigenousPeoplesisaprojectattheUniversityofNewBrunswickSaintJohnintendedtopromoteaninclusiveenvironmentforIndigenouspeopleswhostudy,workorvisitthecampus.DevelopedincollaborationwithEldersandIndigenouscommunityrepresentativesinNewBrunswick,thisprogramsupportsthemandateoftheuniversity’sTruthandReconciliationStrategicActionPlanbyincreasingparticipants’knowledgeofIndigenouscultures,theimpactofcolonializationonIndigenouspeoples,andtheroleofbeinganally.Throughraisingawarenessandestablishingacadreofallies,weenvisionthatthecampuscommunitywillhelpfosterasenseofallyshiptocreateasaferspaceforallIndigenouspeoples.Thissessionwillprovideashortoverviewofthedevelopmentofthisprogram,engageparticipantsintwoprogramactivities,andintroduceelementsofIndigenouscultureco-facilitatedbyatrainedteamandanElder.

10:15to11:15 McC301 CON05.2:TheEvolutionofaFrameworkforQualityOnlineCoursesKaseyFulton,CharleneJones,LeanneVig

Shareinthestoryofhowonepost-secondaryinstitutionistransformingteachingandlearningbyaddressingtheneedforasustainableframeworktoguidethedevelopmentanddeliveryofqualityonlinecourses.

ThisactivesessionencouragesparticipantstoexperienceaFrameworkforQualityOnlineCoursesthatinvolvesthreephases:Development,Delivery,andRenewal.Participantswillbeinvitedtoexplorethree“stations”wheretheywillinteractwiththeresourcesthatsupportthethreephasesoftheFramework.Thissessionwillconcludewithanopportunityforbothpresentersandparticipantstosharetheirexperiencesatthe“stations”andalsoattheirrespectiveinstitutions.

Weinviteyoutowalkalongsideusduringoursessiontogatherideas,buildnewrelationships,andshareexperiencesforsustainingqualityonlinecoursesatourpost-secondaryinstitutions!

10:15to10:45 McC302 CON05.3a:InclusiveTeaching@NC:HowCrucialConversationsInformedProgramDesignWhitneyRossandDr.NatashaHannon

In2019,theCentreforAcademicExcellence(CAE)wastaskedwithplanningacomprehensivesuiteofprogrammingtopromoteaninclusiveteachingmindsetandexpandtheapplicationofinclusiveteachingpracticesamongeducatorsatNiagaraCollege.TheCAEinitiatedabroadconsultationprocessandengagedwithover150faculty,staff,andstudentsinordertoinformthedesignanddeliveryofanintegratedandholisticprogramframework,InclusiveTeaching@NC.Wewillsharethestoryofhowourinnovativefocusgroupsallowedustogainanenhancedunderstandingofstudentdiversity,serviceneeds,andfacultyperspectivesinordertogroundourprogramminginlocalandcontextualspecificity.Wewillalsodiscusshowcreatingsafespacesforauthenticconversationsservedasaninitialfirststepforinstitutionalinvestmentininclusiveteachingandspawnednewpartnershipstoenhancetheeducationalexperiencesofourdiversestudentpopulation.



16

Time Room Event10:45to11:15 McC302 CON05.3b:UsingTheatretoHelpFacultyUncoverandMendBiasintheClassroom

AliciaCundell

InspiredbytheCIRTLPlayers,thepresentersetaboutdevelopingatheatreexperienceforfacultytohelpthembetterunderstandandreacttotensemomentsintheclassroom.Thepresenterwilldiscusstheprocessofcollectingstoriesofstudentswhoexperiencedmicroaggressionsintheclassroomandturningthemintoasetaofscenariosthatweredramatizedforfacultyinawaythatallowedthemtodeepentheirunderstandingofthesituationsandinteractwiththescenes.

Thepresenterwillshowselectedclips(ofactorsonly)anddiscussthefeedbackreceivedfromfacultyparticipants.

10:15to10:45 RC312 CON05.4a:FindingyourPeopleintheWorldofEDDevelopmentPaulMaher

Fromhighimpactstrategies(Feltonetal,2016)toactivelearning(Blaich,C.,&Wise,K.2015)learner-centredstrategiesarerecognizedasaneffectivemeansinwhichtoimproveonlearningoutcomes.However,thereisstillagapwithfacultyadoptinglearner-centredteachingapproaches.Kinchin(2016)suggeststhatwhileuniversityeducatorsmaybeexperienced,theylackteachingexpertise.Alternatively,BlaichandWise(2015)positthatfacultyfamiliarwithlearnercentredapproachesmaylacktheknowledgeonhowtoapplythemwithinspecificcontexts.Contextssuchaswhenworkingwithindisciplinesspecificcontextandsignaturepedagogies(Shulman,2005).

Identifyinganeedtodevelopauthenticdisciplinespecificconnections,educationaldevelopersfromthreeArt&DesigninstitutionsestablishedalearningcommunitythatspannedCanada.Partoftheconnectionwastodevelopaseriesofcross-institutionaldiscussions.UsingtheCanadianArtandDesignTeaching&LearningForumasacasestudy,thisresearchpresentationwilloutlinethebenefitsofdevelopingadisciplinespecificprofessionallearningnetwork.

10:45to11:15 RC312 CON05.4b:StudentsasVettersofKnowledgeandFacilitatorsofLearning:TheValueoftheAcademicConferenceinanUndergraduateContextDr.JessicaRiddell

Undergraduatestudentresearchconferences(USRC)haveasignificantandpositiveimpactonbothdevelopingemploymentskillsandgraduate-levelattributes(Hill&Walkington2016).However,mostundergraduatestudentresearchconferences(USRCs)areconcentratedindisciplinesofnaturalsciencesorsocialsciences.Thisstudyaddressesthiscriticalgapwithten-yearlongitudinalstudyonaninternationalundergraduatehumanitiesconference.Qualitativedatameasuredtransformativelearning,integrativereasoning,interdisciplinaryengagement,criticalinquiry,andcommunicationskills.ThisstudypointstothesignificantimpactUSRCshaveinthehumanitiesundergraduatecurricula.Thefacultycoordinatorpresentsalongsideastudentcollaboratortoco-facilitaterichanddynamicopportunitiesfordiscussion.

10:15to11:15 McC401 CON05.5:Whydon’ttheyshowup?DealingwithTroublingProgramParticipationRatesKrisKnorr

AseducationaldevelopersinCanadaandabroad,wespendagreatdealofourtimeassessingteachingandlearningdevelopmentneedsofourcampuscommunities,thendesigningprogramsthatareresponsive,informative,andengaging.AtMcMasterUniversity,weinvestsignificanteffortintorecruitingparticipantstoourprograms,butwhentheprogramofficiallybegins,we



17

Time Room Eventoftenfindthatonly25-50%ofregisteredparticipantshaveshownup.Evidence,bothfromtheliteratureandfromdiscussionswithcolleaguesatotherpostsecondaryinstitutions,suggeststhatothersexperiencesimilarattendancechallenges(Mak&Pun,2015).Inthisinteractiveworkshop,wewillcollectivelyshareexperiences,considerbarrierstoattendance,anddiscussstrategiestoclosethedistancebetweenourselvesandourparticipants.


CONCURRENTSESSION611:30to12:30 McC105 CON06.1:OvercomingtheSoundsofSilence:ExploringtheImpactoftheScholarshipof

EducationalDevelopmentBradWuetherick

Thescholarshipofeducationaldevelopment(SoED)andthescholarshipofteachingandlearning(SoTL)haveincreasinglybecomepartoftheexpectationsforeducationaldevelopersinCanadaandaroundtheworld.TherehavebeenseveralrecentexplorationsofthechallengesassociatedwithSoTLhavingimpactonteachingandlearningpractices,whetheratthelevelofindividuals,programs,institutionsoracrosshighereducationbroadly(FribergandMcKinney,2019;WuetherickandYu,2016;Hutchingsetal,2011;Pooleetal,2007),buttherehasbeenlessattentionpaidtotheimpactofSoEDoneducationaldevelopmentpractices.ThisworkshopexploresaframeworktohelpnavigatethepotentialchallengeswithensuringSoTLprojectshavetheintendedimpactsontheteachingandlearningcommunity(WuetherickandLockhart,2019).Then,usingtwocaseexamplesfromtheSoEDliterature(Turner,Wuetherick,andHealey,2008,WuetherickandEwert-Bauer,2014),wewillexplorehowthisframeworkmighthelpusproactivelyinfluencechangesineducationaldevelopmentpractices.

11:30to12:30 McC301 CON06.2:UsingProject-BasedLearningtoHelpFacultyReflectCriticallyontheIntersectionsofLearning,TeachingandInclusionSusannaCalkins

Facultyoftenhavelittletrainingwiththinkingcriticallyabouttheirteaching,positionalityaseducatorsandcreatinginclusivelearningenvironments.Inthissession,wewillpresentamodelforproject-basedlearningemployedinayear-longeducationaldevelopmentprogramforfacultydesignedtoexplorethesequestions.Usingcasestudiesdrawnfromrealparticipantexperiences,wewillsharehowweusedcriticalreflectionandindividualizedproject-basedlearningtohelpfacultythinkdeeplyabouttheirownteachingandtheirstudents’learning,andhowinclusionandidentityintersectwithbothpractices.Attendeeswillanalyzeexamplesdrawnfromtheprogramparticipants’workandtakepartinaninclusiveteachingactivitythatweuseintheprogram.

Attendeeswillbeabletoaddresshowproject-basedlearningforfacultycanbeusedtopromotecriticalreflectiononteachinginamannerthatencouragesdeeperandinclusivestudentapproachestolearning;andidentifyandimplementstrategiesforengagingfacultyincriticalwrittenreflectionsontheirteaching,studentlearning,andinclusion.



18

Time Room Event11:30to12:30 McC302 CON06.3a:NitawahsinNanni:StrategiesforDisruptiveInterviewsonCampusandontheLand

Dr.RobinAttasandDr.MichelleYeo

AsCanadianeducationalinstitutionscontinuetograpplewiththeCallstoActionoftheTruthandReconciliationCommission(2015),teachingandlearningcentresmustmovefromgeneralitiesandinitialstepstospecific,significant,andstructuralchange.Thisworkshopoffersoneexampleofthelatterastwoeducationaldeveloperssharetheircentre’sfirstattemptatdecolonizingitscourseredesigninstitute,offeredeverysummerasatwo-dayprogram.Explanationofsomeofthegroundworklaidinboththecampuscommunityandtheteachingandlearningcentrestaffwillleadtoadetaileddiscussionofrevisionsmadetothecoursedesignprogramitselfandexplorationofthestepsyettobetaken.Twobreakoutsegmentsallowparticipantstoapplyfindingstotheirowncoursedesignprograms,brainstormpossibilitiesforchange,andconnectwiththosefromotherinstitutionstoshareideasandperspectives.Attendingasateachingandlearningteamisstronglyencouraged!

11:30to12:30 McC302 CON06.3b:EquippingStudentsinHelpingProfessionstoEngageDiversityThroughArts-basedPedagogyOlufunke(Funke)Oba

By2031,netpopulationgrowthinCanadawillcomefromimmigration.However,racializedstudentsinCanadianPost-secondaryinstitutionsfaceaccess,integrationandretentionchallengesascurriculumandpedagogyremainhegemonic.ThisqualitativestudyframedbyAfrocentricandcriticalracetheoriesreportsonuseofarts-basedstrategiestoequipsocialworkandnursingstudentstobuildmeaningfulrelationshipswithpeersandclientsorpatients.Datacollectionincludedparticipantobservationsandfocusgroups.Studentsreportedthatart-basedpedagogyenhancedreflectivityandinclusioncomparedtopassivedidacticteaching.

Thestudymakessignificantcontributionstothescholarshipofteachingandlearning:First,collectiveartexperimentationenhancedpersonalself-awareness,empathy,culturalhumilityandcriticalthinking.Second,art-basedexperientiallearninghasthepotentialtopromotetransformativeintergroupconnectionsandincreasedrepertoireforengagingpeersandclients,thusholdingpromiseforinclusivecampusesandeffectiveprofessionallearningandpractice.



19

Time Room Event11:30to12:00 RC312 CON06.4a:HowaCompensatedProfessionalDevelopmentProgramforPart-timeFaculty

FacilitatedOrganizationalChangeDanaWetherellandDr.NatashaHannon

NiagaraCollege’sPart-timeTeachers’DevelopmentProgramhasbeensuccessfulformanyyears.In2018,seniorleadersatourCollegerequestedachange.Theywantedtoincreasepart-timefacultyparticipationintheirorientationtotheinstitution,whichmeant:part-timefacultywouldbecompensatedforparticipationintheprogram,andprogramofferingswouldbeincreasedtoenhanceflexibility.

TherequesthadimplicationsforstakeholdersacrosstheCollegeincludingallacademicdivisions,humanresources,payroll,administrativeassistants,programcoordinatorsandfaculty.Theseimplicationscreateda“messy”placewhereourCentrehadlesscontrol–andwasahubforimpassionedconversationsthatexaminedorganizationalprocessesandexploredhowwecouldworkbettertogethertosupportpart-timefaculty.Bytheendofthissession,participantswill:

• Reflectonhow“messy”situationscanbeopportunitiesindisguise.• Explorehowtheycurrentlysupportpart-timefaculty.• ConsiderwhyandhowtheymayimplementacompensatedPDprogramforpart-time

faculty.

12:00to12:30 RC312 CON06.2b:BarrierstoLearninginanActiveLearningClassroom:StudentPerceptionsofhowtheBuiltEnvironmentandInteractiveNatureofActiveLearningClassroomsInfluenceLearningExperiencesKaralynMcRae

Anincreasedinterestinimplementingactivelearningpedagogieshasledtothedesignanduseofactivelearningclassrooms(ALCs)–flexible,technology-enhanced,collaborativespacesforstudentstobeactiveparticipantsintheirownlearning.AlthoughthereissubstantialevidencethatdemonstratestherealandperceivedbenefitsofALCs,thereislittleexaminingthebarrierstolearninginthesespaces.Thisstudyemployedamixed-methodsonlinesurveytoexaminewhichfactorsinALCdesignthatstudentsidentifyanddescribeasbarrierstotheirlearning.

Theresultsofthestudywilldescribe3areasincluding:1)thefeaturesofthephysicalspace,2)thesocialandinteractivenatureoftheclassroomdesign,and3)students’senseofinclusioninanALC.UnderstandingthechallengesthatstudentsfaceinALCswillinformourpracticeaseducators,aswellaseducationaldevelopers,onhowwecanreducebarriersandcreateinclusiveenvironmentsforlearning.

11:30to12:30 McC401 CON06.5:LeveragingDisciplinaryExpertisetoTransformSoTLDr.JillMarieMcSweeney-FlahertyandPhillipJoy

TheevolutionandpopularityofSoTLacrossdisciplineshasresultedineducationaldevelopers(EDers)buildingbridgesbetweenSoTLforfacultyfromvariousdisciplinarybackgrounds.FromthisdiversityofSoTLpractitioners,comesamixtureofapproachesandparadigmsembeddedwithintheirowndisciplinaryepistemologiesandmethodologies,andcanbeabarrierforfacultywhoareunfamiliarwiththesocialsciences.InthisworkshopwewillpresentresultsfromourstudythatexaminedthequalityofSoTLcurrentlypublished,andthenusethisinformationtohaveattendeesexplorehowEDerscanbestenablefacultytoengageintop-qualitySoTL.Attendeeswillparticipateinconversationsandactivitiesthatwillchallengethemtodefine



20

Time Room Event“rigour”and“robustness”inSoTLwhilerespectingdiverseepistemologies,anddiscusshowwe,asEDerscansupportfacultyfromvariousdisciplinesintransversingbetweenSoTLandtheirdisciplinaryscholarship.

12:30to1:30 RosariaDiningHall Lunch

12:30to1:30 McC201B EDCIndigenousKnowledgesCommunityofPractice

ROUNDTABLESConcurrentroundtablediscussionwilloccuratdifferenttablesinoneroom.Facilitatorswillhostthesameroundtablediscussion(20-mimuteseach)withthreedifferentgroupsduringtheone-hourevent.

1:30to2:30 MPR RT01:(Re)LocatingYourCentreDr.ErikaKustra,ClaireLamonica,andDr.VeronikaMogyorody

Transformingteachingandlearningonourcampusesincludestransformingthespacesofteachingandlearningcentres.Thelocationandspaceofacentreconveysamessageaboutthevalueofteachingandlearningoncampus(VanNoteChism,1998).Thephysicalspacesinhabitedbyourcentershaveanimpactoneveryelementofourworkfromthescopeandkindofworkpossible,totherelationshipsbuilt,andthewell-beingofmembers(e.g.Kamarulzaman,et.al.,2011).Whenitcomestotheworkofeducationaldevelopment,formandfunctionareinextricablyintertwined.The(re)locationofateachingcenterisachoreforwhichfeweducationaldevelopersareadequatelyprepared,requiringexpertiseininteriordesign,spaceallocation,andlogistics.Theprocesscaninvolveheadache-inducingandunforeseenlogistics.Wewillsharerelevantliterature,practicallessonslearnedfromtwoinstitutions,andcompileinsightsfromcolleaguesthatcanbesharedwithothers.

RT02:DesigningandDeliveringTeacherEducationthatModelsInclusionandAccessibilityLisaBoyle,TrishFarry,andCherylBurgess

Designingfacultyeducationgroundedinaccessibilityandinclusionisatthecoreoftransformingtheteachingandlearningenvironment.Wewillutilizearoundtableapproachtomodelacommunityoflearnersbyprovidingopportunitiestosharebestpractices,curatingasharedresourceofstrategiesforcreatingaccessibleandinclusiveeducationasatake-away.WewilltouchuponkeyconceptsandapproachestoaccessibilityandinclusionusedtoinformthedesignanddeliveryofarequiredadulteducationprogramforfacultyandprofessionalsupportemployeesatNSCC.

RT03:DevelopingaToolkitfortheDesign,DeliveryandAssessmentofExperientialLearningDr.JenniferMartin

Thissessionhighlightsthecross-institutionaldevelopmentofaToolkitfortheDesign,DeliveryandAssessmentofExperientialLearning(EL).Developedcollaborativelybythreepost-secondaryinstitutions,thissuiteof16comprehensive,open-accessmodulessupportspostsecondaryeducatorsandtheircommunitypartnersindevelopingacriticallyinformedunderstandingofexperientiallearningandapracticalunderstandingofhowtoplan,assess,andsustainELopportunities.AuthorswilldiscusswaysthetoolkitcanbeusedtoinformthedevelopmentofoutcomesappropriatetoELandassiststakeholdersinsupportingstudentsinachievingtheseoutcomes.Designedforflexibility,thetoolkitenablesfaculty,postsecondaryinstitutions,and



21

Time Room EventcommunityorganizationstocustomizethemodulesandcanhelptoimprovetheaccessibilityofELacrossOntario.Withaccesstocomprehensive,current,andpractically-focusedtraining,thesecriticalstakeholderswillbebetterequippedtoconceiveofanddelivereffectiveELopportunitiesforallstudents,includingthosewhomayexperienceELbarriers.

RT04:ExploringtheDisciplinaryIdentitiesofEducationalDevelopersDr.EmilyBallantyne,TereighEwert-Bauer,Dr.LesT.Johnson,Dr.SusanJoudrey,Dr.Leigh-AnnMacFarlane,andDr.JillMcSweeney-Flaherty

HowdoourdisciplinaryidentitiesintersectwithourworkasEducationalDevelopers(EDers)andguideourinstitutionalrelationships?ThecentralworkofEducationalDevelopment(ED)is,arguably,relationshipbuildingandmanagement.Tosucceedinourprofession,werelyonsustainedrichrelationshipswithinstitutionalpartnersthatcomefromconstructingasharedvocabularyandcommonteachingexperiences.Inthisroundtablesession,ourpresentersintendtoengageinarichdiscussionwiththeaudienceaboutthewaysinwhichdisciplinaryidentityinforms,shapes,andchallengestheworkofED.Lookinginward,ateamofsixEDersfromtwouniversities,whopossessavarietyofdisciplinarybackgrounds,willexplorewiththeparticipantswhatdisciplinarydifferencemeansforEDnowandinthefuture.

RT05:GraduateTeachingAssociates:HowtoIncludeGraduateStudentsinCentre'sforTeachingandLearningRobynMooreandKateCrane

DalhousieUniversity’sCentreforLearningandTeachinghasemployed4graduatestudentsasGraduateTeachingAssociates(GTAs).TAsgettheopportunitytoworkalongsideEducationalDevelopers,CurriculumDevelopers,andotherstaffattheCentre.Thisisauniqueandimportantopportunityforstudentstodevelopskillsandgainexperienceintheworldofteachingandlearning.Inthisroundtablediscussion,the4GTAsfromDalhousiewillexplaintheirrolesintheCentre,sharetheirexperiences,andfacilitateadiscussionaroundhowGTApositionsprovideprofessionaldevelopmentopportunitiesandhelpgraduatestudentstolearnimportantskillsthatpreparethemforcareersaftertheirdegrees.Sessionparticipantswilllearntheimportanceofengaginggraduatestudentsinteachingandlearningandwillleavethesessionwithideasonhowtocreateorimproveopportunitiesforgraduatestudentdevelopmentintheirowninstitutions.

RT06:OvercomingFacultyResistancebyCreatingtheConditionsforTransformativeLearningMeaganTroopandBethanyOsborne

ScholarsandpractitionerslikeFlaherty(2019)andSeidl&Tanner(2017)suggestthatthereareanumberoffactorsatplayintheresistancethatweexperiencewithinourteachingandlearningspaces.Eachyear,SheridanCollegehas80-100newfacultyenrolledindifferentstagesofatwo-yearmandatoryfacultydevelopmentprogram.Throughoutthisprogram,weframetheexperiencewithtransformativelearningtheoryandmodelinclusivepractices,fosteringasenseofbelongingwithinourcommunityoffacultylearners,manyofwhomexperiencefeelingsofresistanceintheirdevelopmentaljourneys.Inourroundtablesessions,wewouldliketodiscusstherolethatco-creatinganinclusivecommunityofpraxishasplayedinhelpingfacultytonameandovercometheirresistance,andtheapproachesandconditionsthathaveultimatelyinspiredachangeinperspectivetoembracethedevelopmentallearningopportunitywholeheartedly(Hoggan,2016;Ahmed,2013).



22

Time Room EventRT07:PracticingwhatwePreach:EnhancingConstructiveAlignmentandScaffoldingofLearningAcrossGraduateStudent/PostdoctoralFellowandFacultyTeachingDevelopmentProgramsKrisKnorrandErinAllard

Aseducationaldevelopersinhighereducation,wetouttheimportanceofscaffoldedlearningopportunitieswithinandacrosspostsecondarycoursesandprograms.However,uponreflection,werecentlyrealizedthatatourownteachingandlearninginstitute,wedidnotintentionallyorexplicitlyexamineconstructivealignment(Biggs,1996)andscaffoldingoflearning(Vygotsky,1978)acrossourprogrammingforgraduatestudents/postdoctoralfellowsandourprogrammingforfaculty.Duringthisroundtablediscussion,participantswilllearnabouttheprocesswewentthroughatourhomeinstitutiontoenhanceconstructivealignmentandscaffoldingoflearningacrosstheseprograms.Thediscussionwillentailussharingourexperiences,andfocusonconsiderationsforparticipantsengaginginalignmentandscaffoldingexercisesattheirowninstitutions.Bytheendofthediscussion,participantswillbeabletolistsomebenefitsandchallengesassociatedwithengaginginprogramscaffoldingattheirhomeinstitutions,andlistkeystakeholdersthattheyshouldconsiderinconductingthiswork.

RT08:TakinguptheCallstoAction:EducationalDevelopmentandtheTruthandReconciliationCommissionofCanadaDr.NatalieCurrie-Patterson

Thisroundtablesessionisfocusedonsharingideasandinstigatingdiscussionabouttheroleofeducationaldevelopmentandeducationaldevelopersineffortsoftruth-telling,reconciliation,andrelationshipbuildingininstitutionsofhigherlearning.Thissessioncentersthe94CallstoActionmadebytheTruthandReconciliationCommissionofCanadaaswellasthewordsofOneidascholarandeducatorMartinCannon(2018)whohasarguedthat“reconciliationcanonlytakeplacewhensettlersstarttomovebeyondasimpleacknowledgementofprivilegetoplacewordsintoreal,anticolonial,transformative,andpedagogicalaction”(p.178,emphasisadded).

Theroundtableasksparticipantstoconsiderwhatsuchpedagogicalactionlookslikeinthepracticeofeducationaldevelopment.Moreover,itseeksdialoguearoundtheroleeducationaldeveloperscanandshouldplayinsupportingourinstitutionstowardsapedagogyoftruth-tellingandreconciliation.

RT09:TransformingtheTeachingandLearningEnvironmentattheIntersectionofOrganizationalDevelopmentandEducationalDevelopmentDr.KimMyrick

Inthisroundtablediscussion,participantswillexploretheapplicationofapproachesoforganizationaldevelopmenttothefieldofeducationaldevelopment.Thegoalistoraiseawarenessofconceptualfoundationsandstrategicrequirementstocreateeducationaldevelopmentopportunitiesthatelevatethevalueofteachingandlearningasascholarlypracticeandfosterteachingexcellenceandeducationalleadership.Participantswillbeencouragedtodiscussconceptsofvision,leadership,goalsandresourcedistributionaswellasstrategiestoapplytheseconceptstoeducationaldevelopment.Wewillshareinsightsandideasthatbridgerealitiesandchallengesofacademiawithstrategiesoforganizationaldevelopment.



23

Time Room EventPOSTERS2:30to3:00 MPR P01:ClassroomInclusivity:TheCaseforPronouns

PhillipJoy

Educatorsareresponsibleforcreatinglearningenvironmentsthatareinspiring,respectful,andinclusivetoall.Educatorsarelikelytohavediversestudentsintheirclassrooms,studentswhoidentifiedascis,trans,genderqueer,andgenderdiverse.Previousresearchreportsthatuniversityinstitutionshavepoliciesandpracticesthatarelesssupportiveofgenderqueerandgenderdiverseindividuals.Ithasbeennotedthatpracticesthatreinforcebinaryconceptsofgenderingandmisgenderingbytheuseofpronounsaremicroaggressions.Facultyshouldconsiderhowtheyusepronounsintheirclassrooms.Educators,byconsideringtheuseofpronounsintheirteaching,cantransformtheirteachingenvironmentstoonesthatareinclusive,supportive,andconducivetolearning.

P02:DevelopingStudentPersonasandStoriestoGuideCourseandProgramDevelopmentBobbiDunham

Inrecentyears,academicshavebeguntoincorporatedesignanthropology,informationarchitectureandmarketingresearchtechniquesintothedevelopmentofcoursesandprograms,withtheintentiontofocusonthelearnerexperience(LX)inthedesignprocess.TheLXdesignprocesshelpscoursedesignteamstoempathizewithdiverselearnerneedsandmotivations,anddeviateawayfromobjectiveassumptionsorfacilitator-focuseddesign.NSCCOrganizationalLearninghasbeguntouseanLXresearchmethoddevelopedbyAlanCoopercalled‘personaresearch’tohelpcoursedesignteamsbettercommunicateasateamandidentifywiththeirlearners.Personasarefictional,archetypalcharactersdevelopedfromreallearnerqualitativeandquantitativeresearch(notstereotypes),thatserveasefficientrepresentationsoflearners.Personasareusedtoinspirethecoursedesignprocess.Thisposterpresentationwilloutlinetheprocessofcreatinglearnerpersonasthatcanbreathelifeintocourseandprogramdesign.

P03:FactorsthatInfluenceUndergraduateStudents’StudyProgrammeChoiceIbiyeTonyeDagogo

Thestudyattemptstoexaminetheinfluenceofcareeraspirationontheretentionofthird-yearstudentsataresearch-intensiveuniversityinSouthAfricausingaconstructivistapproachandaqualitativecasestudydesign.Theconveniencesampleconsistedofstudentsofdiverseethnicityandgenderfromboththeextendeddegreeandmainstreamprogrammewhohavesuccessfullyenteredtheirfinalyearofstudy.Datawasgeneratedfromsemi-structuredinterviewsaboutwhystudentschosetheirstudyprogramme.Theinterviewtranscriptswereanalysedqualitativelyusingopencoding,generationofcategoriesandemergingmeaningfulthemes.Thefindingsshowedthatachievementinthesubjectatschoollevel,interestinthesubjectandinfluenceofrolemodelsweretheforemostcriteriathatinfluencedundergraduatestudents’choiceofstudyprogramme.

P04:It'sWorking-ABlendedAdultEducationProgramDesignedforFlexibilityLisaBoyle,TrishFarry,andBobbiDunham

ProvidinglearnerswithflexiblityistheapproachNSCCtookinthedevelopmentoftheAdultEducationFoundations(AEF)program.WewillsharehowandwhywehaveintentionallydesignedanddevelopedourAEFprogramcurriculum,coursesequencingandintegratedprogramfeedback,highlightingoursuccessesandchallengesindeliveringablendedfacultydevelopmentprogram.



24

Time Room EventP05:LifeAfterOnlineCourseDevelopment:EvolvingintoQualityDeliveryKaseyFulton,CharleneJones,LeanneVig,andMelanieLatham

Whathappensafteranonlinecoursehasbeendeveloped?Howdofacultyeffectivelydeliveranonlinecourse?

VisitourpostertoexplorehowoneinstitutionevolveditsFrameworkforQualityOnlineCoursestoincludeaphaseforthedeliveryofqualityonlinecourses.Throughavarietyofvisualelements,ourposterwillillustratetheprocess,team,andresourcesinvolvedinourDeliveryPhase.Let'sworktogethertotransformteachingandlearningbyshiftingthemindsetofonlinecoursedeliveryasbeingthesiloedfacilitationofacontent-basedcoursetotheteam-basedfacilitationofanengaging,learner-centredexperience.

Weinviteyoutoengagewithusandfurthertheconversationabouttheneedforqualityonlinecoursedeliveryinpost-secondaryinstitutions.

P06:Maclean’sRankingsandReputations,1992-2018:AnEvidence-BasedAnalysisDeniseDeBlock

Usingaprotocolofstatisticaltoolsandprocedures,weofferanempiricalexaminationofMaclean’smagazinerankingsofCanadianuniversitiesfortheyears1998-2018toprovidethefollowing:(1)thecorrelationacrossallinstitutionsbetween(a)rankandreputationinagivenyear,(b)agivenyear’srankandthepreviousyear’sreputationand(c)agivenyear’sreputationandthepreviousyear’srank;(2)thecorrelationbetweenrankandreputationforagiveninstitutionacrossallyears;and(3)acomparisonofvarianceinranktoreputationforagiveninstitutionacrossallyears.

Resultsoftheseanalysesshowedlargelynonsignificantandinconsistentrelationshipsacrosstheaforementionedcategories;whereassomecategoriesweresignificantlyrelated,theywerenotsynonymouswhentheyarguablyshouldbe.Consequently,Maclean’sannualanalysesusingarank-basedapproachtoevaluateuniversitieshasofferedinadequatepracticaluse,differentfromtheircontinuallyadvertisedintentions,forovertwentyyears.

P07:OnlineQualityGuidelines:AResourcetoPromoteExcellenceinOnlineCourseDesignandPedagogyDr.LesT.Johnson

InresponsetothegrowingnumberofonlinecourseofferingsatDalhousieUniversity,coupledwiththegeneralunfamiliarityofteachingintheonlinespace,educationaldevelopersattheCentreforLearningandTeachingcreatedasetofOnlineQualityGuidelines(OQG)topromoteexcellenceinonlinecoursedesignandpedagogy.Althoughtherearealreadyanumberofinternationallyrecognizedrubricsthatcanbeusedtoevaluatethequalityofonlinecourses(e.g.,OSCQR,QTIP,QM,etc.),Dalhousieneededacontext-specific,evidence-basedresourcedesignedwithourfacultyinmind.

TheposterandcorrespondingpresentationwillreviewtheOQGresource,consideritsuniquefeatures,exploreideasforpromotingfacultyengagementanduse,anddemonstratehowthetoolcontinuestogrowtomeettheever-expandingneedsofouronlineteachingcommunity.



25

Time Room EventP08:TeachingSupportforContractandTeaching-StreamFacultyDr.BrianNairn

ThereisarecenttrendacrossOntariouniversitiestoincreasinglyhirecontract/sessionalfaculty[1]andteaching/alternate-streamfaculty[2],bothemphasizingteachingasopposedtoresearch[1,2].However,thesepopulationsoftenremainunder-representedinempiricalresearchstudies.Evidencesuggestsbothcontractandteachingstreamfacultyaremotivatedtopursueprofessionaldevelopmentactivitiesrelatedtotheirteaching[1,2];however,contractfacultyinparticularoftenreportinadequatesupportfortheseadditionalactivities[3].

Therefore,thepurposeofthisprojectistoinvestigatethebarriersandpreferencestowardsteachingandlearningprofessionaldevelopmentataCanadianuniversityforbothfull-timeandpart-timeteachingfacultymembers.

Atthetimeofabstractacceptance,quantitativedatawerebeingobtainedfromanonlinesurveyandpreliminaryresultswillbeanalyzedusingbothdescriptiveandparametric(e.g.ANOVA)statistics.

[1]Fieldetal.(2014).HigherEducationQualityCouncilofOntario(HECQO).

[2]Vajoczkietal.(2011).HigherEducationQualityCouncilofOntario(HECQO).

[3]Hitchetal.(2018).HigherEducationResearch&Development,37(2),285-300.

P9:WhatdoesEffectiveEducationalDevelopmentforSessionalsLookLike?BrandonSabourin

Sessionalinstructorsteachasubstantialnumberofcourses—andstudents—inCanadaeveryyear.Theprecarityofsessionalshasbeenexploredfromalabourperspectivewhichposesquestionsoffairemployment.Yetdespitetheirprecarity,sessionalscanandshouldhavetheopportunitytobecomebettereducators,asteachingistypicallytheirmainduty.

Foreducationaldevelopers,sessionalspresentuniquechallenges.Theyarenotahomogeneousgroup;theyteachforavarietyofreasonsandatavarietyofstagesintheircareers(Gappa&Leslie,1993).Becauseofthis,sessionalsrequirevariousopportunitiesforeducationaldevelopment,whichcomplicatesthedevelopmentofsuchprograms.

ThisposterwillexplorehowanEDprogramforsessionalsmightbedeveloped.Therearemanyfactorsconsidered,includingneeds,outcomes,format,design,andevaluation.ThisresearchwillinformthefuturedevelopmentofeducationaldevelopmentopportunitiesforsessionalsacrossNorthAmerica,beginningwiththeUniversityofWindsor.

3:00to4:00 MPR PartII:ReturningtotheHeartEducationalDevelopmentDr.MicheleDiPietro,ExecutiveDirectoroftheCenterforExcellenceinTeachingandLearningatKennesawStateUniversity

Dr.PeterFelten,AssistantProvostforTeachingandLearningatElonUniversity

4:00to4:15 MPR Closing4:50 McCain

BuildingBusdepartsMountSaintVincenttotakedelegatestoHalifaxInternationalAirport

Educational Developers Caucus Conference 2020 · 2020-02-20 · Transforming Learning: Educational...

Documents

Transcript of Educational Developers Caucus Conference 2020 · 2020-02-20 · Transforming Learning: Educational...