Agenda at a Glance Wednesday, July 23 · Paper Session D: B211 Paper Session E: B209 Paper 1: Supporting Students’ Learning with Trained Learning Assistants Beatriz Moya (Center

Improving University Teaching 2014

Agenda at a Glance

Wednesday, July 23

8.00 – 9.00

REGISTRATION AND COFFEE: BUCHANAN BLOCK A, LOWER LOBBY

9:00-10:30:

CONFERENCE OPENING: BUCHANAN A-102

Opening Remarks: Michael Gold, Chair, Department of Microbiology and Immunology, University of British Columbia Opening Plenary: “Beyond the flipped Classroom Model: Students as Producers of Learning Content” Simon Bates Academic Director, Centre for Teaching, Learning and Technology, University of British Columbia

10:45-12:15:

90-MINUTE WORKSHOPS: BUCHANAN BLOCK B

Workshop 1: B208 Workshop 2: B318 Workshop 3: B309

Improving the Quality of College Teaching: What Really Works? John Zubizarreta (Honors Program & Faculty Development, Columbia College, USA) and Peter Seldin (Department of Management, Pace University, New York, USA

Developing Institutional-level SoTL Leadership in Multi-National and Multi-Disciplinary Settings Harry Hubball (Curriculum and Pedagogy Department, University of British Columbia, Canada)

Learning through the Arts: Connecting Disciplines, Connecting Students Chelsea Jennings (School of Interdisciplinary Arts & Sciences, University of Washington, USA)

Workshop 4: B211 Workshop 5: B209

Blowing Up the Ivory Tower — A Course Design Workshop Centered Around Interdisciplinarity Uwe Kreis (Department of Chemistry, Simon Fraser University, Canada)

Research-Based Instructional Strategies for Fostering Behavioral Change Kerry Knox (Department of Chemistry and Carl Wieman Science Education Initiative, University of British Columbia), Brett Gilley (Departmetn of Earth, Ocean, and Atmospheric Sciences and Carl Weiman Science Education Initiative, University of British Columbia) and Tara Ivanochko (Department of Earth, Ocean, and Atmospheric Sciences, University of British Columbia, Canada)

12:30-13:30:

LUNCH: PACIFIC SPIRIT PLACE – STUDENT UNION BUILDING


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13:45-14:45:

PAPER SESSIONS A, B, C, D, & E – BUCHANAN BLOCK B

Paper Session A: B318 Paper Session B: B309 Paper Session C: B208

Paper 1: Connecting Secondary and Post-Secondary Education: Research on a University-Based Enrichment Program for High School Students Sanne Tromp (Freudenthal Institute for Science and Mathematics Education, University of Utrecht, Netherlands) Paper 2: Inquiry-Based Learning in an Authentic Learning Environment Jutta Möhringer (School of Education, Technical University of Munich, Germany)

Paper 1: The Full Circle: Incorporating eLearning Strategies into Traditional Face-to-Face Classes Chula King (Department of Accounting and Finance, The University of West Florida, USA) Paper 2: Curation and the Digital Classroom: Design, Participation, and Structure in Online Learning Resources Stuart Poyntz (School of Communication) Simon Fraser University, Canada)

Paper 1: Blogging as a Tool to Engage Nursing Students in Interprofessional Education Sandra Bassendowski (College of Nursing, University of Saskatchewan, Canada) Paper 2: Connect or Disconnect: Integration and Communication in Engineering Education Tatiana Teslenko (Department of Mechanical Engineering, University of British Columbia, Canada)

Paper Session D: B211 Paper Session E: B209

Paper 1: Supporting Students’ Learning with Trained Learning Assistants Beatriz Moya (Center for Teaching Development and Innovation, Catholic University of Temuco, Chile) Paper 2: Collaborative Teaching in Statistics Laboratories Using Survey Feedback: Connecting Students, Instructors, and Graduate Teaching Assistants Gaitri Yapa (Department of Statistics, University of British Columbia, Canada)

Paper 1: Bridging Science, Sustainability, and Community: Exploring Community-Based Experiential Learning in Environmental Sciences Kari Grain (Departments of Earth and Ocean Sciences and Educational Studies, University of British Columbia) and Tara Ivanochko (Department of Earth and Ocean Sciences, University of British Columbia, Canada) Paper 2: Applying Educational Theory in Higher Education Classrooms to K-12 School Administrative Fieldwork Clfford Tyler (Educational Administration, National University, USA)

14:45-15:15:

COFFEE BREAK: BUCHANAN BLOCK A, LOWER LOBBY


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15:30-16.30:


Meaningful Field Experiences: From the Classroom to the College Campus Kimberly Kode Sutton (Department of Education, York College of Pennsylvania, USA)

Using iBooks to Build Interactive Tactile Learning Texts: A Design Workshop Tara Kroger (Office of Distance Education and eLearning, Learning Technology, The Ohio State University, USA)

Integrating UN Millennium Goals and Service Learning, Anticipating Global Personal, Civil, Professional Leadership Michael Lenaghan (Social Science Department and Dual Language Honors College, Miami Dade College, USA)


Connect the Learning Management System with External E-Learning Applications Preben Holm (Maersk McKinney Moller Institute, University of Southern Denmark)

Team-Based Learning: Notes on Design, Assessment, and Activities Leda Cooks (Department of Communication, University of Massachusetts, USA)

16:30-18:00:

POSTER SESSION AND REFRESHMENT BREAK: BUCHANAN BLOCK A – LOWER LEVEL LOBBY

Poster 1: Students’ Mental Models about Education

Patrick van Aalst (Communication and Multimedia Design, NHL University of Applied Sciences, Leeuwarden,

Netherlands)

Poster 2: A Student-Led Nursing Symposium for Students to Engage in Scholarly Activity

Hanneke Croxen and Sarah Desrosiers (School of Nursing, University of British Columbia, Canada)

Poster 3: Analysis of Factors of Student Satisfaction in a Language and Culture Exchange Program at a

Japanese University

Mizuki Eguchi, Norio Hozaki, Ako Kobayashi , and Toru Nagahama (Graduate School of Human Sciences, Waseda

University, Japan)

Poster 4: Is Writing Important for Graduate Success? Connecting University Students’ skills and

Knowledge with Employer Needs

Joan Flaherty (College of Management and Economics, University of Guelph, Canada)

Poster 5: UBC Vantage College: An Innovative First-Year Interdisciplinary Program for International

Students

Joanne Fox (Department of Microbiology and Immunology) and Sandra Zappa-Hollman (Department of Language

and Literacy Education, UBC Vantage College, University of British Columbia, Canada)

Poster 6: Comparing Student, Instructor, and Observer Data to Assess a Seven-Year Department-Wide

Education Initiative

Francis Jones (Department of Earth, Ocean and Atmospheric Sciences, University of British Columbia, Canada)

Poster 7: From the Classroom to the Field: Community-Based Experiential Learning in a Large First-Year

Biology Course

Pamela Kalas (Department of Zoology) and Holly Schmidt (Centre for Community-Engaged Learning, University of

British Columbia, Canada)

Poster 8: Supporting Student Teachers in School: A Module-Based Training Concept for Mentors

Jutta Möhringer (School of Education, Technical University of Munich, Germany)

Poster 9: Exploring the Supports and Barriers to Undergraduate Student Learning

Ashley Welsh (Department of Curriculum & Pedagogy, University of British Columbia, Canada)

Poster 10: Out-of-class technology makes better and active use of in-class time in a new course

Alice Cassidy (First Year Seminar Coordinator, and Gwen Chapman (Faculty of Land and Food Systems,

University of British Columbia

18:30-22:00:

OPENING DINNER: CECIL GREEN HOUSE 18:30 – 19:30 – WELCOME RECEPTION: 19:30 – DINNER SERVICE


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Wednesday, July 23rd 9:00 - 10:30 CONFERENCE OPENING BUCHANAN A102

Welcome: James Wilkinson, President, IUT Opening Remarks: Michael Gold, Chair, Department of Microbiology and Immunology, University of British Columbia Opening Plenary: Simon Bates, Academic Director, Centre for Teaching, Learning and Technology, University of British Columbia

Plenary: Beyond the Flipped Classroom Model: Students as Producers of Learning Content This talk will present details of a project designed to overcome one of the inherent limitations of a flipped classroom approach in the context of a large, heterogeneous undergraduate course. I will describe a framework that utilizes students as co-producers of learning content, and describe a pilot implementation in a non-majors physics course (though the methodology is generalizable across and beyond science). The talk will present evidence to address the basic question of “to what extent – when supported with appropriate scaffolding and support – can novice undergraduate students act as co-producers of authentic learning content, with value to them and peers”?


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10:45 - 12:15 90-MINUTE WORKSHOPS BUCHANAN BLOCK B Workshop 1: Improving the Quality of College Teaching: What Really Works? John Zubizarreta (Honors Program & Faculty Development, Columbia College, USA) Peter Seldin (Department of Management, Pace University, USA) More and more colleges are moving to improve the quality of teaching. Some institutions do it well. Others do it poorly. This session will focus on changing practices in improving teaching. It will include results of a just-completed study on the practices that are considered most effective today and how this has changed over time. Important and surprising shifts will be discussed. The session will be highly interactive and will focus on new lessons learned about what really works today, key strategies, and red-flag warnings. The program will include short presentations, group discussion, individual work, and an interactive exercise. Workshop 2: Developing Institutional-level SoTL Leadership in Multi-National and Multi-Disciplinary Settings Harry Hubball (Curriculum and Pedagogy Department, University of British Columbia, Canada) Senior educational leaders are increasingly required to account for evidence-based and highly quality student learning experiences. The flexible on-line/blended 4-month International Faculty SoTL Leadership Program: UBC Certificate on Curriculum and Pedagogy in Higher Education http://international.educ.ubc.ca/SOTL/ prepares senior educational leaders from multi-national and multi-disciplinary settings to develop expertise in scholarly approaches to, and the scholarship of curriculum and pedagogical practices. This presentation will engage participants in program research, key processes, challenges and outcomes pertaining to the development of institutional-level SoTL Leadership over a 15-year period in Australasia, Europe, UK, North America, and the Middle East. Workshop 3: Learning through the Arts: Connecting Disciplines, Connecting Students Chelsea Jennings (School of Interdisciplinary Arts & Sciences, University of Washington, USA) The visual, literary, and performing arts present unique opportunities for active, collaborative, interdisciplinary learning. This workshop will give participants the chance to explore how arts-based activities could be used to support student learning in their classrooms. We’ll begin with a brief introduction to current research on teaching through the arts and we’ll get a feel for what arts-based instruction looks like on the ground by engaging in a brief collaborative arts-based activity ourselves. We’ll then spend time brainstorming and discussing participants’ ideas for using the arts to target specific learning objectives in future courses.


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Workshop 4: Blowing Up the Ivory Tower — A Course Design Workshop Centered Around Interdisciplinarity Uwe Kreis (Department of Chemistry, Simon Fraser University, Canada) In this hands-on workshop, we offer participants an opportunity to develop an outline for an interdisciplinary course. We will share our experience with Brewing Science, a new project based course, featuring a teaching team, an active industry partner and an interdisciplinary student roster. The workshop will be organized in four modules: Topic selection, Learning expectations, instructional strategy and Assessment methods. For each stage we will outline our approach, choices and experiences, then invite sharing before guiding the participants in the development of the next curriculum aspect. At the end, participants will have a course outline draft and have experienced the basics of a structured approach to course design. Workshop 5: Research-Based Instructional Strategies for Fostering Behavioral Change Kerry Knox (Department of Chemistry and Carl Wieman Science Education Initiative, University of British Columbia), Brett Gilley (Department of Earth, Ocean, and Atmospheric Sciences and Carl Weiman Science Education Initiative, University of British Columbia) and Tara Ivanochko (Department of Earth, Ocean, and Atmospheric Sciences, University of British Columbia, Canada) The university is inextricably connected to the wider world through the influence that its students will exert throughout their lives. This connection is captured in the graduate attributes set out by universities, for example global citizenship, and is realized through behavioral changes arising from university education. Behavioral change is complex, involving knowledge acquisition, attitudes development and a range of other factors. Using sustainability as an example we will introduce a model of behavioral change and relevant research-based instructional strategies. Participants will experience, evaluate and develop interactive activities for behavioral change. A summary of the proceedings will be circulated to participants. 12:30 - 1:30 LUNCH PACIFIC SPIRIT PLACE

STUDENT UNION BUILDING


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13:45 - 14:45: PAPER SESSIONS A, B, C, D, & E BUCHANAN BLOCK B Paper Session A: Moderator: James Wilkinson (Harvard University, USA) Paper 1: Connecting Secondary and Post-Secondary Education: Research on a University-Based Enrichment Program for High School Students Sanne Tromp (Freudenthal Institute for Science and Mathematics Education, University of Utrecht, Netherlands) During the last decade, about half of the Dutch research universities have set up enrichment programs for talented high school students with a focus on STEM subjects. Little research, however, has been done on the degree of study success of the participants in these programs after entering university. In this paper we will present the co-operation model between 30 high schools and Utrecht University. Then we will present the results of our research on the study success of alumni of this program in the bachelor program and on their views on the (lack of) challenge in these bachelor programs. Paper 2: Inquiry-Based Learning in an Authentic Learning Environment Jutta Möhringer (School of Education, Technical University of Munich, Germany) This paper presents the concept of a co-operative project between a university and a secondary school aimed at nurturing talented students. As the main part of the program students get the chance to work on an individual research project in the university in an authentic learning environment. Results of the program evaluation show that the students in the treatment group are much more capable of handling scientific methods than the students in the control group.


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Paper Session B: Moderator: Mordechai Miron (Tel Aviv University, Israel) Paper 1: The Full Circle: Incorporating eLearning Strategies into Traditional Face-to-Face Classes Chula King (Department of Accounting and Finance, The University of West Florida, USA) Every year, the New Media Consortium publishes the Horizon Report for higher education, which focuses on the most important technology related trends and challenges expected to have an impact. The 2014 Horizon Report included the Flipped Classroom as an emerging trend with a time-to-adoption of one year or less. The Flipped Classroom completes the full circle by incorporating E-Learning teaching strategies into the traditional face-to-face class. Discussed herein are methods by which one builds online content or finds already developed online content to flip the classroom, tools that facilitate the development of online content, and experience based successes and failures. Paper 2: Curation and the Digital Classroom: Design, Participation, and Structure in Online Learning Resources Stuart Poyntz (School of Communication) Simon Fraser University, Canada) In this paper, we explore the challenges of curation as an approach to designing the Canadian Community Media Timeline portal. Curation promises a managed, yet flexible and open learning process, where a hierarchy of elements are privileged, yet neither the users nor designers are given a definitive script to guide online learning experiences. Curation demands that contingency and “flexibility of use” be designed into online learning resources. We address how this approach shaped participation, authority/expertise, and structure in the development of an online resource. Our research is based on a 12-month design process, beta-testing in undergraduate courses, and interviews with student and faculty users.


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Paper Session C: Moderator: Bonnie Farley-Lucas (Southern Connecticut State University, USA) Paper 1: Blogging as a Tool to Engage Nursing Students in Interprofessional Education Sandra Bassendowski (College of Nursing, University of Saskatchewan, Canada) �� -�� -�� -�� -�� Paper 2: Connect or Disconnect: Integration and Communication in Engineering Education Tatiana Teslenko (Department of Mechanical Engineering, University of British Columbia, Canada) The expanding world of “global engineering” demands that engineers have advanced communication skills. In response to industry demands, the Canadian Engineering Accreditation Board has expanded accreditation criteria for engineering programs, adding collaboration within geographically dispersed cross-disciplinary teams and advanced communication skills. Most engineering schools do not offer systematic training in these skills, thus “teaching the wrong stuff”. At UBC Faculty of Applied Science instructors are encouraged to integrate communication skills with students’ design experience. They develop communication modules in capstone courses, graduate courses, and fully-integrated undergraduate programs. The paper describes challenges of integrating communication within the second-year mechanical engineering curriculum.


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Paper Session D: Moderator: Karen Smith (University of British Columbia, Canada) Paper 1: Supporting Students’ Learning with Trained Learning Assistants Beatriz Moya (Center for Teaching Development and Innovation, Catholic University of Temuco, Chile) The paper reflects on a program for Learning Assistants (LA) and its intended outcomes. Research shows a deficit in first-year Chilean higher education students' basic skills (IESALC, 2005), and a perceived distance between faculty and students (Gallardo & Reyes, 2009). This places LAs in a unique position to support learning. The impact of such support was assessed using Chalmers and Gardener's (2014) framework. Our evaluation shows that the program has a fully developed design and constant requests from Program Directors; however, the number of trained LAs still covers a small number of courses and there is no data on LAs’ work after training. Paper 2: Collaborative Teaching in Statistics Laboratories Using Survey Feedback: Connecting Students, Instructors, and Graduate Teaching Assistants Gaitri Yapa (Department of Statistics, University of British Columbia, Canada) Many undergraduate courses have a laboratory component and in Statistics courses, these are computer based. Most laboratories are conducted by Graduate Teaching Assistants (GTAs), not the instructor(s) of the course. Therefore, instructors do not receive sufficient feedback on difficulties encountered by students in laboratories. Described here is a form of collaborative teaching, implemented to facilitate better communication between GTAs and instructors. Results of implementing this model in seven Statistics courses over five terms will be discussed. In particular, regular GTA surveys seem to be an effective, low cost and time efficient tool that connects and benefits students, instructors and GTAs.


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Paper Session E: Moderator: Kethamonie Naidoo (Council on Higher Education, South Africa) Paper 1: Bridging Science, Sustainability, and Community: Exploring Community-Based Experiential Learning in Environmental Sciences Kari Grain (Departments of Earth, Ocean, and Atmospheric Sciences and Educational Studies, University of British Columbia) and Tara Ivanochko (Department of Earth, Ocean, and Atmospheric Sciences, University of British Columbia, Canada) Community-based research (CBR) is emerging as a promising pedagogical component for universities that aim to connect student learning with relevant issues facing the community. This presentation explores data from an innovative UBC Environmental Sciences capstone course (ENVR 400). Throughout 2013/14, ENVR 400 students choose from a variety of CBR projects proposed by sustainability focused community organizations. Presenters will share insights and experiences of ENVR 400 students and community partners, while providing practical suggestions as to how we might use CBR to enrich student learning, prepare students for the work force, and equitably exchange expertise and services with the broader community. Paper 2: Applying Educational Theory in Higher Education Classrooms to K-12 School Administrative Fieldwork Clfford Tyler (Educational Administration, National University, USA) National University has developed successful collaborative partnerships with multiple local school districts by offering cohort educational administration graduate programs. These programs provide lifelong learning opportunities for current school-district administrators and aspiring administrators (classroom teachers), to meet California requirements for Administrative Services credentials in order to provide professional administrative service in school districts. This paper will also address research-based components of leadership that are incorporated throughout the administrative courses at National University. Most importantly will be an examination of the relationship of educational research and theory to practical application of leadership content to the K-12 school administrative field.

14:45 - 15:15 COFFEE BREAK BUCHANAN BLOCK A LOWER LOBBY


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15:30 - 16:30 60-MINUTE WORKSHOPS BUCHANAN BLOCK B Workshop 6: Meaningful Field Experiences: From the Classroom to the College Campus Kimberly Kode Sutton (Department of Education, York College of Pennsylvania, USA) Field experiences, an expected component of quality teacher education programs, focus on the skill development of the pre-service teacher and usually occur within the context of the school environment. In this presentation, the collaborative relationship between a university’s teacher education program and a contracted special education provider will be detailed, with emphasis on how the restructured field experience now provides improved training for pre-service teachers while also addressing documented deficits in the areas of social skills and long-term outcomes for students with special needs. Workshop 7: Using iBooks to Build Interactive Tactile Learning Texts: A Design Workshop Tara Kroger (Office of Distance Education and eLearning, Learning Technology, The Ohio State University, USA) This workshop will provide an overview of interactive tactile textbooks, explain the process of building one, and walk participants through the process and features—including widgets, illustrating different options for providing learners access to audio, video, and interactive features. If participants come with the IBooks Author application, they will be able to begin designing and creating their own book within the workshop. Instructors can produce an original, dynamic, engaging, and low-cost text for learners on their own, offering the final product for free or at a price they choose. Departments and universities can also use funds from self-created works to fund graduate students or special projects. Workshop 8: Integrating UN Millennium Goals and Service Learning, Anticipating Global Personal, Civil, Professional Leadership Michael Lenaghan (Social Science Department and Dual Language Honors College, Miami Dade College, USA) A co-curricular, certificated program, informed and inspired by the UN Millennium Development Goals combines college and high school students in 8 bi-weekly sessions that includes orientation and research, planning and program development, external community and business advisers in experiential and service learning that impacts a community acting locally within a paradigm and priorities that are global.


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Workshop 9: Connect the Learning Management System with External E-Learning Applications Preben Holm (Maersk McKinney Moller Institute, University of Southern Denmark) Student participation in learning activities is critical for successful learning. But often the syllabus does not allow for extended activities in class and instead requires student participation outside the classroom. Several e-learning tools promote learning outside the classroom, but come with the disadvantage of manual account set-up. Student-created accounts often result in confusing user identifiers and students forgetting their username and/or password. Technical support and administrative tasks often get out of control, leaving minimal time for student feedback. Using LTI Tool Providers, the learning management system (e.g. BlackBoard, Moodle, or Canvas) automatically authenticates students, passes on enrollment information, and retrieves grades from the tool. Workshop 10: Team-Based Learning: Notes on Design, Assessment, and Activities Leda Cooks (Department of Communication, University of Massachusetts, USA) This workshop will explain the conceptual and pedagogical basis of TBL, its benefits and drawbacks, various successful TBL courses on the University of Massachusetts campus (from a few students to over 100), instructional technologies used and to what effect, and methods of assessment. We will spend the latter half of the workshop discussing one specific TBL example to demonstrate how to use a team activity to build on concepts in the course.


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16:30-18:00 POSTER SESSION AND REFRESHMENT BREAK

BUCHANAN BLOCK A LOWER LOBBY

SPONSORED BY: PEARSON EDUCATION CANADA

Poster 1: Students’ Mental Models about Education Patrick van Aalst (Communication and Multimedia Design, NHL University of Applied Sciences, Netherlands) Students with similar capabilities can perform very differently in their academic careers. Their mental models —how they think about education, its purpose, function, and form — as well as the confidence in their own capabilities heavily influence their attitudes toward, and interactions with peers, teachers, and the educational system as a whole. Using concepts such as double-loop learning, “preflection” and reflection may help students to become aware of the cues they respond to and the choices they are making. This poster reflects research on mental models and their connection to reality. It helps teachers to offer students alternative strategies to improve their sense of autonomy and to gain a deeper understanding of their own behavior. Poster 2: A Student-Led Nursing Symposium for Students to Engage in Scholarly Activity Lindsay Spielman (Centre for Teaching & Learning, University of British Columbia at Okanagan) This poster will describe a tutor-less method of conducting problem-based learning exercises in large science undergraduate classes that was developed to model the post-secondary real- world workplace experiences of students, such as independent research, identification of reliable sources of information, problem solving, teamwork, and evaluation of peer performance. Our research shows that this mode of instruction leads to statistically significant increases in student satisfaction and engagement. These students also demonstrated statistically significant improvement in their generic problem-solving skills, which was different from the outcome with students exposed to classical didactic lecturing. We are hoping to hear from participants about their experiences with similar research.


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Poster 3: Analysis of Factors of Student Satisfaction in a Language and Culture Exchange Program at a Japanese University Mizuki Eguchi, Norio Hozaki, Ako Kobayashi, and Toru Nagahama, (Graduate School of Human Sciences, Waseda University, Japan) Many Japanese and international students work in the “learning partnerships” in the Language and Culture Exchange Program at Waseda University each year. This study analyzed the factors influencing participants’ satisfaction with the program based on the results of the MOODLE-based questionnaire. The results show that the matching of partners significantly affects participants’ satisfaction. The main factors for “effective matching” include “affability of the partner” and “common interests.” An important implication of this study is that peer-learning activities that embody a reciprocal relationship can greatly develop students’ motivation for language learning and interpersonal communication skills. Poster 4: Is Writing Important for Graduate Success? Connecting University Students’ skills and Knowledge with Employer Needs Joan Flaherty (College of Management and Economics, University of Guelph, Canada) Using an interdisciplinary approach, UBC Vantage College offers a new pathway for first-year students who wish to study Arts or Science, yet do not meet English language requirements. A visual representation of the International Program will illustrate the interdisciplinary nature of the curricula. For example, while students work on the content and language courses in their respective disciplinary areas, they concurrently take core courses with weekly multidisciplinary lectures and collaborate on a team-based project with the guidance of a faculty mentor. The interdisciplinary nature of the curriculum is also present in the way academic language and content learning are integrated. Poster 5: UBC Vantage College: An Innovative First-Year Interdisciplinary Program for International Students Joanne Fox (Department of Microbiology and Immunology) and Sandra Zappa-Hollman (Department of Language and Literacy Education, UBC Vantage College, University of British Columbia, Canada) Using an interdisciplinary approach, UBC Vantage College offers a new pathway for first-year students who wish to study Arts or Science, yet do not meet English language requirements. A visual representation of the International Program will illustrate the interdisciplinary nature of the curricula. For example, while students work on the content and language courses in their respective disciplinary areas, they concurrently take core courses with weekly multidisciplinary lectures and collaborate on a team-based project with the guidance of a faculty mentor. The interdisciplinary nature of the curriculum is also exemplified in the way academic language and content learning are integrated.


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Poster 6: Comparing Student, Instructor, and Observer Data to Assess a Seven-Year Department-Wide Education Initiative Francis Jones (Department of Earth, Ocean and Atmospheric Sciences, University of British Columbia, Canada) Assessing a 7-year initiative aimed at enhancing evidence-oriented pedagogy, relevance, connectedness and class, lab or external experiences across a highly interdisciplinary department is complex. Useful perspectives include measures of learning, students’ experiences, instructors’ practices, and third party observations. We present preliminary comparisons of data gathered from all programs in one large, interdisciplinary science department, including students’ perceived learning experiences, instructors’ teaching practices reported before and after the initiative, and third party observations of classes. Examples will highlight the importance of different perspectives for illuminating the impacts of education innovation in ways not possible when only one viewpoint is considered. Poster 7: From the Classroom to the Field: Community-Based Experiential Learning in a Large First-Year Biology Course Pamela Kalas (Department of Zoology, University of British Columbia), and Holly Schmidt (Centre for Community-Engaged Learning, University of British Columbia, Canada) Although first-year biology instructors at our institution (UBC) go to great lengths to emphasize connections between abstract concepts covered in the curriculum and real world situations, the students’ lack of relevant experience often poses a significant challenge. In order to provide students with the opportunity to experience some of the real world applications of biology, we integrated a community-based experiential learning module in one section of our large, lecture-only first year course. In our presentation we will articulate the process that we employed to implement this module, and some of the outcomes of this project in terms of student learning and attitudes. Poster 8: Supporting Student Teachers in School: A Module-Based Training Concept for Mentors Jutta Möhringer (School of Education, Technical University of Munich, Germany) This poster presents a training concept for mentoring student teachers during their studies at school. Their preparation program consists of three parts, which are fused in an interrelated structure. The modules aim to improve the interaction between mentor and student tteacher as well as the quality of teaching at the schools recognized for practical studies. Video-based reflection on various teaching situations and conversations between mentor and student teacher are used systematically as part of the preparation program.


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Poster 9: Exploring the Supports and Barriers to Undergraduate Student Learning Ashley Welsh (Department of Curriculum & Pedagogy, University of British Columbia, Canada) This poster presentation will review a research project exploring undergraduates’ perceptions of the critical factors influencing their ability to become engaged, metacognitive learners in an introductory chemistry course. A pre-post survey instrument, classroom observations, and one-on-one interviews reveal that while students acknowledge the online/offline support from their instructor and peers as beneficial to their learning, they continue to struggle with improving their learning strategies over the course of the semester. This poster presentation will offer insights as to how we may better support students to become confident, metacognitive learners. Poster 10: Out-of-class technology makes better and active use of in-class time in a new course Alice Cassidy (First Year Seminar Coordinator, Science, University of British Columbia ) and Gwen Chapman (Associate Dean Academic, Faculty of Land and Food Systems, University of British Columbia) A new first year course, Scholarly Writing and Argumentation in Land and Food Systems (LFS 150) launching at the University of British Columbia this Fall, will actively engage students both in and out of class. Out-of-class work, some in lieu of face-to-face time, uses various technologies for students to view videos, read material, search for and use scholarly references appropriately, give and receive peer writing feedback, and submit assignments. In-class time, focusing on discussions, writing and worksheet completion connects directly to the out-of-class work and makes better and more active use of face-to-face class time.

6:30 – 7:30 pm Welcome Reception for Opening Dinner. Please see the registration table for your table assignment

and 2 drink tickets for the bar.

7:30 – 8:30 pm Welcome address and buffet dinner. Wine will be provided with dinner. The bar will remain open for those who wish to use their drink tickets. 8:30 – 10 pm Sunset dessert and coffee social – on the veranda.

Attendees have the option to use their drink tickets or purchase additional drinks at the bar.

19:00- 22:00 OPENING DINNER CECIL GREEN HOUSE


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Thursday, July 24 9:00 - 9:45

ROUNDTABLES: ISABEL MACINNES – GAGE RESIDENCE

Roundtable 1

Roundtable 2 Roundtable 3

Making the Classroom Experience Valuable for a Lifetime Valarie M. Arms (Department of English and Philosophy, Drexel University, USA)

Teaching Future Statisticians to Reach Beyond the Classroom Tatiana Teslenko (Department of Mechanical Engineering, University of British Columbia, Canada) and Estella Qi (Faculty of Applied Science, University of British Columbia, Canada)

Problem-Based Learning as a Vehicle for Connectivity Helen Dobson and Charles Bland Tomkinson (School of Mechanical, Aero, and Civil Engineering, University of Manchester, UK)

Roundtable 4 Roundtable 5 Roundtable 6

Community-Engaged Learning in Biology Courses: Encouraging Student Engagement with the Community While Learning Biology Sunita Chowrira (Department of Biology/Botany, University of British Columbia, Canada)

Writing Coaches for Business and Other Students Claudia Caruana (Stern School of Business, New York University, USA)

Using Problem-Based Learning Activities in Large Undergraduate Science Classrooms to Model Post-University Workplace Environments Lindsay Spielman. (Centre for Teaching and Learning, University of British Columbia, Okanagan Campus, Canada)

10.00-11:00

PANEL DISCUSSION: ISABEL MACINNES – GAGE RESIDENCE

Breaking the Classroom Barrier: The Promise and Challenge of Connectivity Panel Discussion presented by IUT Advisory Board Members

11.00-11:30

MORNING BREAK: BUCHANAN BLOCK A, LOWER LOBBY


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11:30-12:30:

PAPER SESSIONS: BUCHANAN BLOCK B

Paper Session F: B310 Paper Session G: B303 Paper Session H: B208

Paper 1: The Dunning-Kruger Effect and Student Self-Evaluation James Wilkinson (Derek Bok Center for Teaching and Learning, Harvard University, USA) Paper 2: Excavating the Present in the History Classroom Roxanne Panchasi (Department of History, Simon Fraser University, Canada)

Paper 1: Connecting Multiple Identities in Music Teachers’ Professional Development Lia Laor (Department of Music Education, Levinsky College of Education, Israel) Paper 2: The Scholarship of Teaching and Learning: Teachers as Students Anne Tierney (School of Education, Durham University, UK)

Paper 1: Interdisciplinarity3: Teaching Team, Active Industry Partner, Students Across Disciplines Uwe Kreis (Department of Chemistry, Faculty of Science, Simon Fraser University), Daria Ahrensmeier (Teaching and Learning Center, Simon Fraser University), and Andrew Wylie (Faculty of Science—BISC, Simon Fraser University, Canada)

Paper Session I: B309 Paper Session J: B318

Paper 1: The “Power” of Online Design Education: Creating Connectivity for Innovative Thinking Saroj Bala and Tripti Gupta (Textile Design Department, Pearl Academy, India) Paper 2: Extreme Apprenticeship —Teaching Professional Skills in Mathematics Johanna Rämö (Department of Mathematics and Statistics, University of Helsinki, Finland)

Paper 1: Experienced Graduate Students as Researchers Miriam Mevorach (Faculty of Education, Levinsky College of Education, Israel) and Mordechai Miron (School of Education, Tel Aviv University, Israel) Paper 2: Situating Co-Creative Pedagogy within Restorative Practice: University Teaching that Learns WITH rather than TO Students Emma Roberts (Department of Business, Leeds Trinity University, UK)

12.30-13:45:

LUNCH: PACIFIC SPIRIT PLACE - STUDENT UNION BUILDING

14:00-18:00

AFTERNOON EXCURSIONS: (A) VANCOUVER CITY TOUR (B) WALKING TOUR OF UBC FARM (C) FOREST WALK


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Thursday, July 24th 9:00 - 9:45 ROUNDTABLES ISABEL MACINNES

GAGE RESIDENCE Roundtable 1: Making the Classroom Experience Valuable for a Lifetime Valarie M. Arms (Department of English and Philosophy, Drexel University, USA) Building on Vygotsky, Hull argues that “we learn and develop …by engaging directly in activities with more experienced practitioners.” The argument is worth exploring as we share our teaching experiences and encourage our students to share the cultural experiences that enhance lifelong learning for students and teachers. With several years of experience incorporating experiential learning in the curriculum of various courses, I would conduct a roundtable discussion that reflects the pedagogical implications of connected classrooms, whether local or global. Roundtable 2: Teaching Future Statisticians to Reach Beyond the Classroom Tatiana Teslenko (Department of Mechanical Engineering, University of British Columbia, Canada), Estella Qi (Faculty of Applied Science, University of British Columbia, Canada) In the context of global advancement of data analytics, STEM educators have to prepare future statisticians to communicate the data globally. In an interdisciplinary project, Canadian writing teachers and mathematicians observe how the genre of the statistical consulting report encourages students-consultants to reach beyond the classroom. We locate the report within the organized activities of statistics and develop writing strategies for students-consultants. As we collaborate with students and professors from the UBC Department of Statistics, we reflect on the evolution of our own position from an outsider to an insider and assess the impact of collaboration on our professional identity. Roundtable 3: Problem-Based Learning as a Vehicle for Connectivity Helen Dobson and C. Bland Tomkinson (School of Mechanical, Aero, and Civil Engineering, University of Manchester, UK) To implement education in global societal responsibility, the University of Manchester now offers a range of optional interdisciplinary problem-based course units to highly international cohorts. In recent years, units have increasingly made use of online technologies, with the prospect that in future a unit could be conducted entirely online. During development, these units have been the subject of a considerable amount of research and evaluation. The session will outline the approach and research findings, leading to a discussion of how the approach effectively facilitates learning across cultures and across disciplines, and exploring the potential for further extension through electronic media.


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Roundtable 4: Community-Engaged Learning in Biology Courses: Encouraging Student Engagement with the Community While Learning Biology Sunita Chowrira (Department of Biology/Botany, University of British Columbia, Canada) Undergraduate students, under the mentorship of graduate students, are given the opportunity to visit classrooms in the Vancouver Downtown Eastside schools struggling with promoting and keeping their elementary and high school students engaged with/in science. The tri-mentoring structure of this program is an excellent format that enables undergraduate students to interact with elementary and high school students as facilitators, teachers, and positive role models. In turn, the undergraduate students receive valuable mentorship from experienced graduate students leading the group. This is a great way to foster community engagement as an essential component of academic learning in post secondary education. Roundtable 5: Writing Coaches for Business and Other Students Claudia Caruana (Stern School of Business, New York University, USA) At the Stern School of Business, NYU, all students are required o take four courses (one each year) focusing on written communication. In the senior year, students taking the Professional Rights and Liabilities course are required to write two papers about specific ethical behavior of companies. Students have the option of a coaching session for each of the two papers with professional writers. How these sessions work, and why they can and do, plus ways that this type of coaching can be incorporated into other programs will be the starting point of this discussion. Roundtable 6: Using Problem-Based Learning Activities in Large Undergraduate Science Classrooms to Model Post-University Workplace Environments Lindsay Spielman (Centre for Teaching and Learning, University of British Columbia, Okanagan Campus, Canada) We will explore a tutor-less method of conducting problem-based learning exercises in large science undergraduate classes that was developed to model the post-university real world workplace experiences of students, such as independent research, identifying reliable sources of information, problem-solving, teamwork, and the evaluation of peer performance. Our research suggests that this mode of instruction leads to statistically significant increases in student satisfaction and engagement. Our research subjects also demonstrated statistically significant improvement in their generic problem-solving skills — an outcome different from students exposed to classical didactic lecturing. Participants to share their experiences, especially with similar programs and research. 10:00 - 11:00 Breaking the Classroom Barrier: The Promise and Challenge

of Connectivity

Panel Discussion presented by IUT Advisory Board Members 11:00 - 11:30

MORNING BREAK BUCHANAN BLOCK A LOWER LOBBY


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11:30 - 12:30 PAPER SESSIONS F, G, H, I, & J BUCHANAN BLOCK B Paper Session F: Moderator: Bonnie Farley-Lucas (Southern Connecticut State College, USA) Paper 1: The Dunning-Kruger Effect and Student Self-Evaluation James Wilkinson (Derek Bok Center for Teaching and Learning, Harvard University, USA) In a classic paper first published in 1999, David Dunning and Justin Kruger examined the ability of their subjects to accuratetly assess their performance compared to the overall performance of their peers, and found it seriously flawed. Both low performers and high performers misjudged their performance, but in different ways. Those in the bottom quartile estimated that they had scored above average, while those in the top quartile placed their performance closer to the mean. This insight can be applied to the challenge of student self-evaluation. Students often feel they are either better or worse than the norm, without understanding what the "norm" actually is. Connecting them with a more realistic appreciation of the competency of their peers can help them to better understand the strengths and weaknesses in their own academic achievement, and thus motivate them to perform at a higher level. Paper 2: Excavating the Present in the History Classroom Roxanne Panchasi (Department of History, Simon Fraser University, Canada) This paper reports the findings and conclusions of a research study conducted in a 200-level History course in the summer of 2013. What is the level of student interest in making connections between their study of the past and the contemporary world? How do my students learn about contemporary politics and culture? Do assignments designed to encourage students to make connections between past and present in their historical studies accomplish this purpose? How do students evaluate assignments that encourage them to examine the historical significance of more recent events?


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Paper Session G: Moderator: Beatriz Moya (Catholic University of Temuco, Chile) Paper 1: Connecting Multiple Identities in Music Teachers’ Professional Development Lia Laor (Department of Music Education, Levinsky College of Education, Israel) This study centers on the evolution of musical identities in the context of a graduate music education for both Jewish and Arab students. It examines how an exploratory and connected classroom environment facilitates awareness of musical otherness and challenges students’ sense of musical self-identity. A multicultural musical dialogue between Arab and Jewish students was qualitatively studied. This dialogue allowed students to experience the tension between the view of musical language as fixed and given and the view of it as continuous construction, and playrully search for new musical homes. Paper 2: The Scholarship of Teaching and Learning: Teachers as Students Anne Tierney (School of Education, Durham University, UK) In the UK, academic staff are increasingly required to engage with the Scholarship of Teaching and Learning. However, there is often little structured support, and an assumption that engagement with SoTL is a natural outcome of teaching in Higher Education. However, engaging with SoTL can often be difficult for academic staff as they attempt to negotiate a new paradigm, unfamiliar methodology and impenetrable literature. This study is based within Life Sciences in UK institutions, and looks at how staff engage with SoTL, the challenges they face, and how they overcome these challenges. Paper Session H: Moderator: David Oliver (University of British Columbia, Canada)

Paper 1: Interdisciplinarity3: Teaching Team, Active Industry Partner, Students Across

Disciplines Uwe Kreis (Department of Chemistry, Faculty of Science, Simon Fraser University), Daria Ahrensmeier (Teaching and Learning Center, Simon Fraser University), and Andrew Wylie (Faculty of Science—BISC, Simon Fraser University, Canada) In the spring term of 2014, BISC 372, Brewing Science, was taught at Simon Fraser University for the first time. This course differs from typical science courses in several ways: it is taught by an interdisciplinary team from Biological Sciences and Chemistry, with additional guest lectures by industry partners and other experts, and the audience is composed of 44 students from various departments around the University who have finished at least 60 credit hours. In this paper we report on experiences and learnings from both the student as well as the instructor perspectives of our interdisciplinary, project based Brewing Science course. The course was designed around an interdisciplinary, connected approach featuring a teaching team and an active industry partner, teaching students from different disciplines.


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Paper Session I: Moderator: Kethamonie Naidoo (Council on Higher Education, South Africa) Paper 1: The “Power” of Online Design Education: Creating Connectivity for Innovative Thinking Saroj Bala and Tripti Gupta (Textile Design Department, Pearl Academy, India) Connectedness is the key to success in businesses today, and this is especially true both in designing and production. Educators need to look at IT as a tool for connectivity to cater to the needs and interests of the “digital natives”, who are also global citizens. Since the students are “snatch and grab” learners, the digital age needs to develop new net generation professionals to cater to the upcoming challenges. The paper will explore the challenges and opportunities encountered by teachers and students in online design connectedness and explore how to overcome the digital gap that may arise as they do so. Paper 2: Extreme Apprenticeship —Teaching Professional Skills in Mathematics Johanna Rämö (Department of Mathematics and Statistics, University of Helsinki, Finland) At the University of Helsinki, we have used a new educational method called Extreme Apprenticeship in teaching mathematics to undergraduates. The students are taught the kinds of skills they need in professional life: in additional to theoretical knowledge, the practices of an expert are also important. The students participate in meaningful activities, which resemble those carried out by professionals. This requires a lot of personal effort from the students, but they are offered support by the teaching staff.


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Paper Session J: Moderator: Karen Smith (University of British Columbia, Canada) Paper 1: Experienced Graduate Students as Researchers Miriam Mevorach (Faculty of Education, Levinsky College of Education, Israel) and Mordechai Miron (School of Education, Tel Aviv University, Israel)

The study is an example of a student’s research that participated in a graduated program at a

college of education. It represents the ability to combine the practical and research skills. In

this case, the perception of leadership among preschool children during everyday activities

was studies. In addition, it examines the characteristics of children who are considered

leaders among preschool children� Data analysis was performed using categorical analysis

focusing on the social network that occurs in two situations: group discussion and free play.

The study highlights the complex social network that illuminates the leadership phenomenon

that appears in early childhood.

Paper 2: Situating Co-Creative Co-Creative Pedagogy within Restorative Practice: University Teaching that Learns WITH rather than TO Students Emma Roberts (Department of Business, Leeds Trinity University, UK) The critique of the lecture and ‘sage on the stage’ approach to university teaching is well established and is particularly relevant for applied fields such as business management. This paper reviews a new way of teaching a module on People Management to second year students. The theoretical analysis situates this approach within restorative practice, a multi-disciplinary approach with its roots in restorative justice that aims to repair relationships between victim and offender. This approach is now taking hold in various fields such as schools, social work and organizational development but has seen little discussion of its use in university teaching. 12:30 - 13:45 LUNCH PACIFIC SPIRIT PLACE 14:30 - 18:00 AFTERNOON EXCURSIONS:

VANCOUVER CITY TOUR: Highlights of One of the World’s Most Livable Cities

WALKING TOUR OF UBC FARM: A Living Laboratory Exploring Land, Food, and Community

FOREST WALK: Explore Pacific Spirit Park with a Local

Biologist!


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Friday, July 25 9:00-9:45:

ROUNDTABLES: ISABEL MACINNES - GAGE RESIDENCE

Roundtable 7 Roundtable 8 Roundtable 9

Teamwork and Learning Journal as Strategies to Increase Students’ Case-Solving Competencies Raimund Pittl (Institute for Housing and Real Estate Law, University of Innsbruck, Austria)

Facilitated Independent Learning in a Laboratory Environment David Oliver (Department of Microbiology and Immunology, University of British Columbia, Canada)

How to Engage Teachers in Outreach Activities: The Gap Between Interests of Students and Professors in Chile Paulina Humeres (Faculty of Medicine, Catholic University of Chile)

Roundtable 10 Roundtable 11

Student Development of Personal Learning Networks Peter Arthur (Centre for Teaching, Learning and Technology, University of British Columbia, Canada)

Beyond the Academic Paper: Assessing with Academic Posters Jen Wrye (Department of Humanities & Social Sciences, North Island College, Canada)

10:00-11:00:



Fostering Research on Connected Learning: Concept Inventories as Evaluation Tools Pamela Kalas and Angela O’Neill (Department of Zoology, University of British Columbia, Canada)

In Search of Common Ground: Critical Reflection in the Global Classroom Janine DeWitt (Department of Sociology & Criminal Justice, Marymount University, USA), Loes Damhof (Department of Communication, Media, & IT, Hanze University of Applied Science, Netherlands)

Connecting P-16 Classrooms and Community: Service Learning, STEM, and Aquaponics Julie Dierberger (Service Learning Academy, University of Nebraska at Omaha, USA), Karen Murch-Shafer (Department of Biology, University of Nebraska at Omaha, USA), Kristine Denton (King Science and Technology Magnet Middle School, Omaha, NE, USA0, Gregg Fripp (Executive Director, Whispering Roots, Pappilion, NE, USA)


What Are You Doing to Help Your Students Improve Their Math Skills? Daria Ahrensmeier (Teaching and Learning Centre, Simon Fraser University, Canada)

Integrating Metacognitive Strategies into the Curriculum to Support Students in Becoming Self-Directed Learners Peter Arthur (Centre for Teaching and Learning, University of British Columbia Okanagan Campus, Canada)


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11:15-12:45

90-MINUTE WORKSHOPS & DIGITAL SHOWCASE: BUCHANAN BLOCK B


Teaching: The Joys and Challenges of the Greatest Profession Todd Zakrajsek (Academy of Educators, University of North Carolina at Chapel Hill, USA)

Are You Motivated? Motivation in Teaching and Learning John Zubizarreta (Honors Program & Faculty Development, Columbia College, USA) and Marca Wolfensberger (Department of Geo-science, Utrecht & Hanze University, Netherlands)

Taking Active Learning to the “Tech” Level: Connecting Students, Material, and Instructors Elizabeth Yost Hammer (Center for the Advancement of Teaching, Xavier University of Louisiana, USA) and Sue Frantz (Department of Psychology, Highline Community College, Des Moines, IA, USA)

Workshop 19: B309 Digital Showcase: B208

Is this working? An evaluation framework for teaching and learning in university courses Sunita Chowrira (Department of Biology/Botany, University of British Columbia, Canada), Pamela Kalas (Department of Zoology, University of British Columbia, Canada), Gulnur Birol (Science Centre for Learning and Teaching, University of British Columbia, Canada) and Ido Roll (Centre for Teaching, Learning, & Technology, University of British Columbia, Canada)

Session 1: How Can a Flipped Classroom be Created Online Based on its Face-to-Face Counterpart? Petra Menz (Department of Mathematics, Simon Fraser University, Canada) Session 2: It Takes a Global Village Loesje Damhof (Institute of Communication, Media, & IT, Hanze University of Applied Sciences, Netherlands), Janine DeWitt (Department of Sociology, Marymount University, USA), Marca Wolfensberger (Department of Excellence, Hanze University of Applied Sciences, Netherlands) Session 3: Digital Foundations: Video, Teaching University Writing, and ESL/EAL Students Susan Barber (Department of Education, Simon Fraser University, Canada) Session 4: Videos for Supporting Faculty Adoption of Research-Based Instructional Strategies in Science Courses Francis Jones (Department of Earth, Ocean, and Atmospheric Sciences, University of British Columbia, Canada)


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12:45-14.00:

LUNCH: PACIFIC SPIRIT PLACE – STUDENT UNION BUILDING

14.00-15:30:

CONFERENCE CONCLUSION: BUCHANAN A-102

Concluding Comments: James Wilkinson, President IUT Closing Plenary: College Teaching: Myths, Evaluation, Improvement, Peter Seldin, Distinguished Professor of Management, Pace University, New York, USA

15:30-17:00

CLOSING RECEPTION: KOERNER’S PUB – THEA KOERNER HOUSE, GRADUATE STUDIES

Friday, July 25th 9:00 - 9:45 ROUNDTABLES ISABEL MACINNES

GAGE RESIDENCE Roundtable 7: Teamwork and Learning Journal as Strategies to Increase Students’ Case-Solving Competencies Raimund Pittl (Institute for Housing and Real Estate Law, University of Innsbruck, Austria) A law school course based on the principles of the “experiential learning cycle” aims at fostering students’ case solving capacities through combining several didactic strategies: • Group work on unknown cases • Presentation of a model case elaboration which students can compare with their own results • Post-lecture reflection on the original case material in the light of the model case-elaboration • Documentation of the reflection process through entries in learning journals It is intended to trigger off a discussion on successful learning strategies for developing case solving competencies. Roundtable 8: Facilitated Independent Learning in a Laboratory Environment David Oliver (Department of Microbiology and Immunology, University of British Columbia, Canada) A capstone course has been developed to provide students with a realistic research-based laboratory experience. Four written assignments serve as scaffolded teaching and assessment tools. This session will describe a file sharing approach developed to enable timely independent review of each assignment by multiple instructors. Feedback, in the form of ‘demonstrated editing’ and ‘detailed commentary’ that is used to address communication, as well as bridge gaps in understanding and identify misconceptions, will be discussed. Stages of learning leading to publication in an online course-based journal will be presented.


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Roundtable 9: How to Engage Teachers in Outreach Activities: The Gap Between Interests of Students and Professors in Chile Paulina Humeres (Faculty of Medicine, Catholic University of Chile) This roundtable will focus on the differences of opinion and perception among students and teachers on the importance of Outreach Programs that have been applied in teaching dentistry. When these methodologies were evaluated by both teachers and students, the latter considered them of major importance for their field training (extramural), while nearly 50% of teachers believed them to be of little use. Given these results, currently only one course in the dentistry curriculum at the Catholic University of Chile has implemented such an Outreach Program as part of its teaching. Roundtable 10: Student Development of Personal Learning Networks Peter Arthur (Centre for Teaching, Learning and Technology, University of British Columbia, Canada) Technology provides students with the ability to connect, collaborate, create and share knowledge with peers and experts locally and around the world. This roundtable will provide the opportunity to discuss how some students are creating learning networks and leveraging digital content to enhance learning outside of the classroom. Participants will have the opportunity to share how students are using social networks, online communication tools, open educational resources and other digital technologies to enhance learning. In addition, barriers that prevent more students from implementing these learning strategies and how we support this type of learning will be discussed. Roundtable 11: Beyond the Academic Paper: Assessing with Academic Posters Jen Wrye (Department of Humanities & Social Sciences, North Island College, Canada) This breakfast roundtable will examine the pedagogical rationale of assigning group-based poster construction as a major assessment. Academic posters require students to construct an argumentative narrative based on information they have collected, analyzed, and organized to be presented to peers or the broader public. We will explore the organization of this assignment from inception to the distribution of final grades, including how the assignment and assessments can be created, what resources and support may prove useful to students, how the requirements and expectations may be communicated, the likely difficulties one can expect to encounter, and the overall experience one can expect for students. The purpose of the roundtable is to provide experience-based information and ideas to those interested in using group- or individually-created poster presentations in their courses to facilitate new forms of connection by students.


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10:00 - 11:00 60-MINUTE WORKSHOPS BUCHANAN BLOCK B Workshop 11: Fostering Research on Connected Learning: Concept Inventories as Evaluation Tools Pamela Kalas and Angela O’Neill (Department of Zoology, University of British Columbia, Canada) As part of the UBC campus-wide Flexible Learning Initiative, two large first-year Biology courses have been undergoing modifications aimed at improving student achievement through the implementation of a flipped classroom approach. Because the ultimate goal is to improve student learning through enhanced motivation, engagement, and active collaboration, an objective measuring tool is necessary to evaluate the effectiveness of this approach. We are using validated concept inventories to capture student learning and inform our choice of course materials and activities in the new setting. In this presentation, we will share our experiences using concept inventories in a variety of educational settings. Workshop 12: In Search of Common Ground: Critical Reflection in the Global Classroom Janine DeWitt (Department of Sociology & Criminal Justice, Marymount University, USA) and Loes Damhof (Department of Communication, Media, & IT, Hanze University of Applied Science, Netherlands) Globally networked learning environments (GNLEs) allow students and faculty in different parts of the world to collaborate using online tools, sharing learning experiences across institutional contexts and national boundaries. As two faculty who teach a globally networked course, we share what we learned from our intercultural partnership. Our conversations about the teaching and learning process became the basis for creating and revising the course activities in our global classroom. By reflecting on the critical incidents that are a normal part of intercultural exchanges, we developed common ground for our teaching and for our students’ learning.


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Workshop 13: Connecting P-16 Classrooms and Community: Service Learning, STEM, and Aquaponics Julie Dierberger (Service Learning Academy, University of Nebraska at Omaha, USA), Karen Murch-Shafer (Department of Biology, University of Nebraska at Omaha, USA), Kristine Denton (King Science and Technology Magnet Middle School, Omaha, NE, USA), and Gregg Fripp (Executive Director, Whispering Roots, Pappilion, NE, USA) Service learning is a method of instruction that engages students in their learning by contextualizing the classroom into real-life applications. The University of Nebraska at Omaha and the Omaha Public Schools collaborate with nonprofit partners across the city in P-16 service learning. Service learning with P-13 classrooms typically involves university students serving P-13 students—in this model, the students work collaboratively on a project for and with a nonprofit partner. This session will showcase the partners involved, their service and learning outcomes, and provide an example of engaged teaching and learning in STEM by addressing sustainable food issues with classroom aquaponics systems. Workshop 14: What Are You Doing to Help Your Students Improve Their Math Skills? Daria Ahrensmeier (Teaching and Learning Centre, Simon Fraser University, Canada) Around the world, instructors of first-year courses in science, engineering, math, statistics, and many other fields experience the same problem: widely varying levels of math skills among the students. The approaches to solving this problem vary among disciplines and countries, ranging from online self-tests to pre-first-year courses and additional tutoring. Like these activities, the philosophies behind them also vary, from holding the students responsible for catching up to providing them with explicit learning goals and sample tests. In this workshop we will share out philosophies and successful (or unsuccessful activities) across different disciplines and countries. Workshop 15: Integrating Metacognitive Strategies into the Curriculum to Support Students in Becoming Self-Directed Learners Peter Arthur (Centre for Teaching and Learning, University of British Columbia, Okanagan Campus, Canada) In a connected world students have an opportunity to direct their own learning. This workshop focuses on strategies instructors may embed in their learning environments to assist students with improving their metacognitive skills. Metacognitive strategies assist students with becoming self-directed learners who know how to reflect on and direct their own thinking. The session will start with defining metacognition and its benefits. A sharing discussion will follow that draws on strategies outlined in the literature and also draws on the experience of participants. Participants will then be able to evaluate multiple ways metacognitive strategies can be integrated into one’s teaching. 11:00 - 11:15 BREAK BUCHANAN BLOCK A

LOWER LOBBY


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11:15 - 2:45 90-MINUTE WORKSHOPS & DIGITAL SHOWCASE

BUCHANAN BLOCK B

Workshop 16: Teaching: The Joys and Challenges of the Greatest Profession Todd Zakrajsek (Academy of Educators, University of North Carolina at Chapel Hill, USA) Teaching in higher education is in many ways a gift. Having opportunity to mold future societies is an amazing experience. That said, this profession also comes with a multitude of challenges. In this session we will explore teaching as a “profession,” looking both at why teaching is exceptionally important everyone and how research on teaching can help all of us to be better at educating others. This session is designed to encourage attendees to think about education, the role of the teacher, and the role of the student in new and fundamentally different ways. Workshop 17: Are You Motivated? Motivation in Teaching and Learning John Zubizarreta (Honors Program & Faculty Development, Columbia College, USA) Marca Wolfensberger (Department of Geo-science, Utrecht & Hanze University, Netherlands) Institutions worldwide put great emphasis on the value of motivation in identifying successful faculty and students, and research studies on improving and evaluating teaching and on enhancing student learning suggest that motivation is often described as a key factor in determining effective teaching and learning. Come join our interactive session and bring your varied perceptions and experiences for active conversation and for sharing of ideas and resources on motivation. Workshop 18: Taking Active Learning to the “Tech” Level: Connecting Students, Material, and Instructors Elizabeth Yost Hammer (Center for the Advancement of Teaching, Xavier University of Louisiana, USA) and Sue Frantz (Department of Psychology, Highline Community College, Des Moines, IA, USA) The benefits of active learning are numerous and well documented. One way to enhance active learning is to incorporate tried-and-true classroom assessment techniques (CATs) into class sessions. Angelo and Cross (1993) provide the definitive source for various CATs. However, many of the standard activities can be updated to include a technological component. In this workshop we will describe and model some of the most widely applicable CATs, then present a technological enhancement for each activity, using free, web-based tools. These techniques will be applicable to instructors in any discipline. Participants should bring a smartphone, iPad, or equivalent.


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Workshop 19: Is this working? An evaluation framework for teaching and learning in university courses. Sunita Chowrira (Department of Biology/Botany, University of British Columbia, Canada), Pamela Kalas (Department of Zoology, University of British Columbia, Canada), Gulnur Birol (Science Centre for Learning and Teaching, University of British Columbia, Canada) and Ido Roll (Centre for Teaching, Learning, & Technology, University of British Columbia, Canada) In this hands-on workshop we will discuss a range of strategies and tools for evaluating teaching and learning. You will begin to develop an evaluation plan, aligning data collection with teaching goals. We will ground the discussion in examples, provide worksheets to guide your evaluation. By the end of the workshop you will have a rough draft for your own evaluation plan. Digital Showcase Moderator: James Wilkinson (Harvard University, USA) Session 1: How Can a Flipped Classroom be Created Online Based on its Face-to-Face Counterpart? Petra Menz (Department of Mathematics, Simon Fraser University, Canada) The online version of a math content course for students wishing to become elementary teachers has recently been substantially revised in an attempt to better align it with its face-to-face counterpart. In this digital showcase, I will present snippets from my experience as a teacher of both versions, samples of students’ work, and the course design. Being new to online learning as compared to blended learning which I switched to in the face-to-face version years ago, I am seeking audience input on some of the course design components such as the graded activities designed for evaluation and student course guide. Session 2: It Takes a Global Village Loes Damhof (Institute of Communication, Media, & IT, Hanze University of Applied Sciences, Netherlands), Janine DeWitt (Department of Sociology, Marymount University, USA), and Marca Wolfensberger (Department of Excellence, Hanze University of Applied Sciences, Netherlands) Connected through a screen, two classes that are an ocean apart take the same course and do the same assignments. Our course, “The Global Village,” is a globally networked learning environment (Starke-Meyerring and Wilson, 200*) where students from two different universities work and learn together using technology. They meet in a Virtual classroom in synchronous sessions through web conferencing; they work together in intercultural teams through Google Hangouts / Skype, wikis, blogs, and email> teaching in this type of experiential environment required us to adapt our teaching strategies to meet new opportunities and demands.


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Session 3: Digital Foundations: Video, Teaching University Writing, and ESL/EAL Students Susan Barber (Department of Education, Simon Fraser University, Canada) A growing percentage of university students in Canada are not native English speakers and as a consequence may not be familiar with some genres of academic writing. As an aid to instructors and for my own classe3s, I created a series of short instructional videos, one set aimed at first-year students in general academic writing, and another set for new teachers in their professional development programs in Education. Both sets include introductory, middle, and advanced levels so that all students can benefit from reviewing the forms, and are available for multiple viewing. The videos appeal to students through narrative, pop culture, and practical information. Session 4: Videos for Supporting Faculty Adoption of Research-Based Instructional Strategies in Science Courses Francis Jones (Department of Earth, Ocean, and Atmospheric Sciences, University of British Columbia, Canada) Several short, carefully produced video clips of real classes have been built to exemplify Research Based Instructional Strategies (RBIS) in action. Videos are on a website accompanied by explanations, references and teaching resources. The objective is to provide targeted, well documented examples as an efficient alternative to more time-intensive professional development opportunities like workshops or observing live classes followed by discussions of teaching and learning strategies with colleagues. This Digital Showcase will include background, context, and some quick examples from the collection. The method of deployment, and resources that accompany the videos will also be demonstrated.

12:45 - 14:00 LUNCH PACIFIC SPIRIT PLACE 14:00 - 15:30: CONFERENCE CONCLUSION

Comments: James Wilkinson, President, IUT Closing Plenary: College Teaching: Myths, Evaluation, Improvement, Peter Seldin, Distinguished Professor of Management, Pace University, New York, USA

15:30—17:00 CLOSING RECEPTION KOERNER’S PUB

Documents

Agenda at a Glance Wednesday, July 23 · Paper Session D: B211 Paper Session E: B209 Paper 1: Supporting Students’ Learning with Trained Learning Assistants Beatriz Moya (Center