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- ItemOpen Access2018 University of Calgary Conference on Postsecondary Learning and Teaching: Students as Creators, Drivers, Innovators and Collaborators(2018-05) Kenny, Natasha; Jeffs, CherylThe significant problems we face cannot be solved at the same level of thinking we were at when we created them. – Albert Einstein Who do we send into the world? A world that faces significant challenges and presents endless opportunities. As teachers, we now recognize that we need to nurture kind, informed and courageous individuals — innovators, creators, collaborators, producers, scholars, designers, builders — capable of understanding multiple perspectives and solving problems in order to drive positive, enduring change. Acknowledgement of this need has triggered a transformative shift in postsecondary education from “teaching” to “learning” in the last 25 years. Formerly viewed as institutions to provide instruction to consumers of information, universities are increasingly seen as places to “produce learning” — where the very purpose of education is to elicit student discovery and construction of knowledge, where success is measured in terms of the quality of student learning and of the students themselves. In other words, an approach to learning that has the student at its core. Building on a body of scholarly work and initiatives from Healey and Harrington (2016), Marquis et al. (2016), Cook-Sather (2014), Barr and Tagg (1995), the Students as Producers Initiative from the University of Lincoln, Vanderbilt University, and others, the 2018 University of Calgary Conference on Postsecondary Learning and Teaching “Students as Creators, Drivers, Innovators and Collaborators ” invites you to explore student-directed learning — and the scholarship, approaches, practices and issues that surround it — in the postsecondary context.
- ItemOpen Access2019 University of Calgary Conference on Postsecondary Learning and Teaching: Exploring Experiential Learning, April 29 to May 1, 2019(2019-04) Snow, Jessica; Jeffs, Cheryl; Kenny, NatashaHow do we transform education, spark curiosity, drive innovation and prepare students to thrive in their chosen careers? What does learning look like in a postsecondary institution that emphasizes entrepreneurial, creative and critical thinking? How do we design teaching and scholarship that are informed by and contribute to our local, national and international communities? Increasingly, experiential learning is prioritized in higher education. Students demand relevant and meaningful learning experiences and employers expect them to be equipped with the skills required by a changing workforce. This program contains details of the three-day conference and includes biographies of the keynote speakers, session descriptions and presenters.
- ItemOpen AccessAcademic libraries and the pandemic: lessons learned and future plans(2023-04-28) Mahsud, Khadija; Ansar, SumayyaIn this video poster presentation, the presenters will discuss how their library, at an overseas Canadian university, responded to the COVID-19 pandemic, as well as share what their “new normal” looks like. While our library’s function as a physical hub was severely hampered, it continued to play its role as a resource and saw more and more patrons turn to it for academic support. Given the disruption of normal library services, including the opportunity to seek information through the physical library help desk, blended services were offered through restricted physical library access and digital resources. Parallel to online class delivery, the library introduced an increased number of electronic devices, discussion forums, course-specific digital resources and chat services for engaging our university community. Even though we are now once again engaging face-to-face, there remains a need for instruction and resources to navigate an online environment (Ziv & Bene, 2022). In the case of students, especially those suffering from social inequalities, it can be harmful to buy into the myth that they are digital natives (Enyon, 2020), with the know-how to operate in and analyze online environments. Similarly, faculty may no longer need the level of support they did during emergency remote teaching, but there is always room for improving teaching-with-technology methods. The pandemic cemented the core role libraries play in promoting and supporting information and digital literacy. The presentation will discuss the practices that the library is consciously continuing with post-pandemic. References Enyon, R. (2020). The myth of the digital native: Why it persists and the harm it inflicts. In Burns, T. and F. Gottschalk (Eds.), Education in the Digital Age: Healthy and Happy Children (pp. 131 - 143). OECD Publishing. https://doi.org/10.1787/1209166a-en Ziv, N., & Bene, E. (2022). Preparing College Students for a Digital Age: A Survey of Instructional Approaches to Spotting Misinformation. College & Research Libraries, 83(6), 905–925. https://doi.org/10.5860/crl.83.6.905
- ItemOpen AccessThe Academic Support Peer Program: How developmental advising creates mutually beneficial mentorship(2013-05-15) Ross, Roxanne; Huggins, Carina; Stewart, Julie; Elliot, Claire; Siu, Jack
- ItemOpen AccessActive learning techniques for improving note-taking skills(2015-05-13) Sandblom, NicoleA recent study by Mueller and Oppenheimer (2014) sparked my interest into more carefully considering student note-taking. Perhaps every instructor and student has strong opinions about “notes”. What should be the instructor role in note-taking? What should be the student role? What previous experience do our students bring about note-taking and what are their expectations about our role? One of the seven research-based principles outlined by Ambrose et al. (2010) emphasizes our key role in developing self-directed learners. In this context, how can we enhance note-taking in the classroom? Bonner and Halliday (2006) recommended addressing note-taking strategies deliberately and explicitly throughout a course. This session will involve a brief presentation about my attempts to assist first-semester first-year students with note-taking in a large class lecture-based setting. An additional concern involves how students make meaning of learning activities that are not lecture-based; sometimes getting students to take notes during these settings can be even more challenging. Participants will be engaged in discussions about our own current practices surrounding notes, distinctions between our presenter notes and/or slides versus student-developed study notes, and concerns around technological issues about note-taking. Each participant will: 1. Learn about strategies for developing note-taking skills within the classroom, 2. Discuss current practices, 3. Discuss current challenges and consider strategies to identify and overcome them.
- ItemOpen AccessThe adopt and adapt model for open educational resource development(2018-05) Burns, Samara; Piera, YkjeOur university has developed a new model for Adopting and Adapting Open Educational Resources (OERs). In this model, undergraduate researchers match course learning outcomes to available OERs, while graduate students are responsible for the peer-review process. We emphasize the need for continued institutional infrastructure to support OER development and adoption.
- ItemOpen AccessAdopting Digital Pedagogy in Management Courses(2019-04-30) Stoletova, MariaThe Supply Chain Management exercise called the “Beer Game” is based on experiential learning and a team game educational approach (Sterman, 1992). The Beer Game has been adapted in several of our university’s undergraduate courses, however, there were some challenges with its implementation. Specifically, the game date is scheduled based on venue availability (a room with capacity of 400 seats on or off campus). Previously, up to 25% of students would have time conflicts with other university courses, illness, a failed commute to campus, or sporting extracurricular activities. These students would miss the game and lose out on this learning opportunity. To provide fair and flexible learning opportunities for students, the author pioneered an on-line Beer Game. Although learning benefits of face-to-face board games are widely reviewed in literature (Treher, 2011), on-line options can be successful and allow for more student access to the learning activity (Li, 2000, Chen et al., 1999). Extended search of industry providers identified a vendor for an on-line simulation version of the game: Responsive. The first round of the on-line game was successfully completed in the Fall 2018 semester and is planned to be extended to Winter 2019 for undergraduate and graduate courses. The author achieved IRISS approval for a student survey with Big Question: how student’s Performance (effectiveness of learning), Engagement (participation and team interaction), and Satisfaction (appreciation of the course subject) vary between a group of students who completed the game face-to-face and students who played on-line. Survey results will be presented. Sterman, J. D. (1992). Teaching Takes Off: Flight Simulators for Management Education. OR/MS Today, 40-44. http://web.mit.edu/jsterman/www/SDG/beergame.html Treher, E. (2011). Learning with Board Games. https://www.thelearningkey.com/pdf/Board_Games_TLKWhitePaper_May16_2011.pdf Li, Y. (2000). Computerized Beer Distribution Game Management Flight Simulators: A Review. https://dspace.mit.edu/bitstream/handle/1721.1/8733/48036027-MIT.pdf;sequence=2 Chen, F., Samroengraja R., (1999). The Stationary BeerGame. https://www0.gsb.columbia.edu/mygsb/faculty/research/pubfiles/4345/stationary%20beer%20game.pdf Responsive (2018, July 25). http://www.responsive.net/
- ItemOpen AccessAdvancing Water Literacy and UN SDG6 Through Experiential Learnings(2023-04-28) Kulsum FatimaWater sustainable behaviors among the campus community are promoted and prioritized through this digital poster, which explores the experiential learning thread. This thread support research study REB20-0815, which examine how sustainability practices can be improved through knowledge dissipation. In addition, experiential learning influences user choice towards water sustainable behavior as we move through our physical & digital spaces on campus.
- ItemOpen AccessAdvantages of making a SELFIE - Self Evaluation Learning Framework in Exams(2015-05-12) Marasco, Emily; Smith, Michael; Gorobets, MilaA steep learning curve is introduced by early emphasis on tools and techniques during science and engineering courses needed for hands-on, practical laboratory experiences. Associated discrepancies between a student’s perceived theoretical background and the practical application of that background knowledge leads to different study behaviours during quizzes and exams: 1. Those who have correctly taken into account the complexity level of each course component. 2. Those who believe they have taken the complexity changes into account; but need to study and seek mentoring because they have not. 3. Those who believe they are not coping with the complexity changes but are in fact doing well; perhaps these students should be moving some study time onto other course exams. To assist students in more accurately determining into which category they currently fall, we introduced a Self-Evaluation Learning Framework for use In Exams and quizzes – SELFIE. Following a decade of using an ad-hoc SELFIE and the increased interest in the advantages of self-assessment at the university level [1, 2], we have formalized the approach . We present results from student self-analysis during midterm and final exams. We detail one approach to addressing student concerns about their self-evaluation – a “Make up your own question and answer it” question during final exams. Designed to provide an opportunity to boost marks for students interested in the course material but struggling, the Make-Your-Own Question has proved popular for students who want to be remembered by the instructor and get a good job or internship reference.
- ItemOpen AccessAnalyzing Curriculum Mapping Data: Enhancing Student Learning through Curriculum Redesign(2015-05-12) Dyjur, Patti; Kenny, NatashaCurriculum mapping (CM) is “a process in which the learning outcomes, teaching and learning strategies, and assessment processes for each course in a program can be represented to create a summary of the learning plan for an entire program of study so that the relationships between the components of the program can be observed” (University of Calgary, 2013, p. 3). Rather than seeing individual courses in isolation, curriculum mapping provides an opportunity to visualize the curriculum as an integrated whole (Spencer et al., 2012). Analyzing the resulting data can lead to meaningful discussions about the curriculum, what is working well, and what changes might be implemented in a curriculum redesign to enhance student learning experiences (Sumsion & Goodfellow, 2004; Uchiyama & Radin, 2009). In this hands-on workshop participants will examine and analyze curriculum mapping data outputs in large and small groups. We will collaboratively interpret curriculum mapping data, identifying program strengths and opportunities for improvement, and explore various ways in which CM data can be presented. By the end of the session, participants should be able to: • Interpret data from three different curriculum maps used as examples in the session • Identify strengths and opportunities for improvement in a curriculum redesign of the example program • State the benefits and drawbacks of three different data representations of curriculum mapping data, given their particular context The session will be of interest to people who are involved in program-level curriculum review, redesign and/or renewal.
- ItemOpen AccessArts-informed Teaching in Professional Disciplines: Talking about Critical Practice(2017-05) El-Lahib, Yahya; Wehbi, Samantha; Zakharova, Ganna; Perreault-Laird, JordynThis workshop introduces participants to arts-informed teaching within professional education. Relying on preliminary findings of a research study, the workshop opens a space to discuss how arts-informed classroom activities allow educators to have conversations with their students about reflexivity, inclusion, social justice, and critically engaged professional practice.
- ItemOpen AccessAssessment: Motivating, Support and Evaluating Learning. Student and Faculty Experiences and Perspectives(Taylor Institute Teaching Community, 2014-05-14) Jeffs, Cheryl
- ItemOpen AccessBest Teaching Practices for Block Week: Conversations that Help Implement Change(2017-05) Burian, ConnyMy poster presents an early stage project, entitled Enhancing Educational Leadership, Student Engagement, and Community Ties: The Untapped Potential of Block Week Courses. It explores how various meaningful conversations—with colleagues, researchers, students, and teaching assistants—can help develop concrete guidelines and much-needed resources for instructors of five-day block week courses. My presentation highlights a particularly challenging aspect of the research: the process of engaging colleagues and students in meaningful conversations, and of developing resources for instructors teaching classes in this still unusual format. Drawing on Roxår’s & et al.’s network approach, the poster depicts the various ways in which workshops, conference presentations, interviews, community of practice meetings, and informal conversations can ignite change and contribute to improving teaching practices.
- ItemOpen AccessBuilding Belonging Through Conversation in an International Classroom(2017-05) McDonald, Moira AnneOften teachers and learners in an international learning environment have unexplored opportunities to build belonging with students. In the absence of belonging, students can underachieve in their learning setting. In this session, through theories of belonging and practitioner experience, you will focus on how you can positively impact belonging in your classroom through conversation.
- ItemOpen AccessClass representatives: Collaborating with students to improve teaching & learning in a large first-year course(2013-05-15) Addy, Heather; Ramazani, Fatemeh; Chappell, Brock
- ItemOpen AccessCo-curricular experiential learning opportunities(2018-05) Trottier-Scully, Taylor; Ritchie, KerryCo-curricular learning opportunities allow students to engage in experiential learning that complements what they are learning in class. In this session, we will examine how existing extracurricular opportunities can be restructured and aligned to academic learning outcomes to create high impact learning for students outside of the classroom.
- ItemOpen AccessCollaborating for Learning with the Community: Experience from a Career LIVEbrary(2013-06) Wheeler, Justine; Lemke, Moira; Cloutier, Claudette; O’Brien, Meaghan; Hardy, Madeleine
- ItemOpen AccessCollaborating with Student Peer Leaders: Fostering Self-Directed Learning(2013-05-15) Bloemhof, Barb