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POSTER SESSIONS AS A PEDAGOGICAL TOOL FOR TEACHING IL THRESHOLD CONCEPTS
APRIL 8, 2015 | LILAC 2015
Silvia Vong, Collaborative Learning Librarian Vincci Lui, Faculty Liaison & Instruction Librarian
SITUATING
STUDENTS IN THE SCHOLARLY CONVERSATION
OVERVIEW
• U of T Context• Threshold Concepts & Pedagogical Value
of Research Poster Sessions• Instruction Workshop Design • Student feedback
ST. MICHAEL’S COLLEGE @ U of T
• University of St. Michael’s College serves 4000+ undergraduate students• A federated college in
the University of Toronto
• Students are enrolled in a variety of programs (Business, Science, Social Sciences, Humanities, etc.)
THE SMC RESEARCH FORUM
• Initiative in collaboration with the Principal’s Office
• Workshops designed in collaboration between Humanities & Science librarians
• In 2014, there were 35 participants • 11 participants / Social Sciences
category• 10 participants / Sciences category• 14 participants / Humanities category
LITERATURE REVIEW
Social interaction was important to making the poster sessions a positive learning experience
(Chute & Bank, 1983; Gore Jr. & Camp, 1987; Baird, 1991; Sisak, 1997; Bracher, Cantrell & Wilkie, 1998; Orsmond, Merry, & Sheffield, 2006;Johnson & Green,2007; Stewart, 2008)
Excellent medium for learning
(Baird, 1991; Akister et al., 2000; Millset al., 2000; Altintas et al., 2014)
Seven studies were focused around poster sessions in the sciences
(Chute & Bank, 1983; Gore Jr. & Camp, 1987;Baird,1991; Sisak, 1997; Bracher, Cantrell, & Wilkie, 1998; Orsmond, Merry, & Sheffield, 2006; Johnson & Green, 2007)
ACRL Framework for IL in Higher Ed
● Authority is Constructed & Contextual● Information Creation as a Process● Information has Value● Research as Inquiry● Scholarship as Conversation● Searching as Strategic Exploration
● Authority is Constructed & Contextual● Information Creation as a Process● Information has Value● Research as Inquiry● Scholarship as Conversation● Searching as Strategic Exploration
ACRL Framework for IL in Higher Ed
“Engaging learners with threshold concepts means that teachers are focused on learners and are keen to have students construct meanings for themselves by reflecting, questioning, conjecturing, evaluating
and making connections with threshold concepts” (Zepke, 2013, p. 102)
Planning for 2015
2014 WORKSHOP SURVEY FEEDBACK
Q: What skills or experience did you gain from the SMC Research Forum?
✓ Poster Design ✓ Presentation Skills ✓ Learning to translate research in a different
medium or audience ✓ Networking with peers and faculty✓ Confidence
Q: What were three things you learned from the poster workshop or
consultation?
✓ Poster Design ✓ Presentation Skills
2014 WORKSHOP SURVEY FEEDBACK
2015 Workshop Objectives2015 WORKSHOP OBJECTIVES
✓Scholarship as Conversation✓Research as Inquiry✓Information has Value
✓ Poster Design ✓ Presentation Skills
WORKSHOP SURVEY - Demographics
• 35 forum participants• 9-question online survey• 67% response rate• Majority = 3/4th yr + entering
grad school• Soc Sci & Hum > Sci• 50/50 split in poster experience
• 13 forum participants• 3-question in-class paper survey• 54% response rate• Majority = 3/4th yr + entering
grad school• Sci > Soc Sci & Hum• 60% no poster exp*
2014 2015
2014 2 workshops/Hum & SS
2 workshops/Sci
20154 workshops/Sci
DURATION 1.5 hours 1 hour
INSTRUCTORS 2 librarians 2 librarians + past winner as guest speaker
ACTIVITIES
● Hands-on PowerPoint Lab
● Good vs. bad poster comparison exercise
● Interactive Info Cycle Activity● Critique of past forum winner
posters
CONTENT
● Info Life Cycle● Conference Culture● Presentation Skills● Poster Pros and Cons● Poster Forum Logistics
● Info Life Cycle● Conference Culture● Presentation Skills● Poster Pros and Cons● Poster Forum Logistics
WORKSHOP – Structure & Content
BOOK JOURNAL ARTICLE
PRESENTATION
ENCYCLOPEDIAREVIEW ARTICLE
THESISNEWS REPORT
GRANT
PATENT
X
X
THE ACTIVITY
Thesis before grant??
Starting...where?
Research is a cycle…
START……Includ[ing] more open ended questions in the presentation““…Comparing poster more, having us have a
few minutes to go through our elevator speech
…Move interactive activity in the beginning“
2015 WORKSHOP SURVEY FEEDBACK
STOP……research process could be removed to save time
“
“…no group participation
2015 WORKSHOP SURVEY FEEDBACK
CONTINUE…“
“ …examples of winning posters really helpful
…the process of research, the logistics section was very effective“
….conference culture tips, research cycle [were] really helpful… are otherwise not normally mentioned
2015 WORKSHOP SURVEY FEEDBACK
GOING FORWARD…
ReferencesAkister, J., Bannon, A., & Mullender-Lock, H. (2000). Poster presentations in social work education assessment: A case study. Innovations in Education & Training International, 37(3), 229-233. doi:10.1080/13558000050138461
Altintas, N. N., Suer, A. Z., Sari, E. S., & Ulker, M. S. (2014). The use of poster projects as a motivational and learning tool in managerial accounting courses. Journal of Education for Business, 89(4), 196-201. doi:10.1080/08832323.2013.840553
Baird, B. N., 1956-. (1991). In-class poster sessions. Teaching of Psychology, 18, 27-29. doi:10.1207/s15328023top1801_7
Bracher, L., Cantrell, J., & Wilkie, K. (1998). The process of poster presentation: A valuable learning experience. Medical Teacher, 20(6), 552-557. doi:10.1080/01421599880274
Chute, D., & Bank, B. (1983). Undergraduate seminars: The poster session solution. Teaching of Psychology, 10(2), 99.
Dunstan, M., & Bassinger, P. (1997). An innovative model: Undergraduate poster sessions by health profession majors as a method for communicating chemistry in context. Journal of Chemical Education, 74(9), 1067-1069.
Gore, P. A.,Jr, & Camp, C. J. (1987). A radical poster session. Teaching of Psychology, 14, 243-244. doi:10.1207/s15328023top1404_18
References (continued)Huddle, P. A. (2000). A poster session in organic chemistry that markedly enhanced student learning. Journal of Chemical Education, 77(9), 1154-1157.
Johnson, G., & Green, R. (2007). Undergraduate researchers and the poster session. Journal of Instructional Psychology, 34(2), 117-119.
Mills, P. A., Sweeney, W. V., DeMeo, S., Marino, R., & Clarkson, S. (2000). Using poster sessions as an alternative to written examinations--the poster exam. Journal of Chemical Education, 77(9), 1158-1161.
Orsmond, P., Merry, S., & Sheffield, D. (2006). A quantitative and qualitative study of changes in the use of learning outcomes and distractions by students and tutors during a biology poster assessment. Studies in Educational Evaluation, 32(3), 262-287. doi:10.1016/j.stueduc.2006.08.005
Sisak, M. E. (1997). Poster sessions as a learning technique. Journal of Chemical Education, 74(9), 1065-1067.
Stewart, T. (2008). Meta-reflective service learning poster fairs: Purposive pedagogy for pre-service teachers. Journal of the Scholarship of Teaching and Learning, 8(3), 79.
Zepke, N. (2013). Threshold concepts and student engagement: Revisiting pedagogical content knowledge. Active Learning in Higher Education, 14(2), 97-107.
Image sources:
Photo credit: Vincci Lui
Photo credit: Silvia Vong
Photo credit: Ming Lin Adapted and used with permission.
QUESTIONS?
Silvia VongCollaborative Learning LibrarianUniversity of St. Michael’s College, University of [email protected]
CONTACT
Vincci LuiFaculty Liaison & Instruction LibrarianGerstein Science Information Centre, University of [email protected]