Teaching and Learning News

Sophie Lavieri (top right), a senior lecturer in Chemistry, presented a poster at the Symposium along with Dev Sharma (top left), also a senior lecturer in Chemistry. Cheryl Amundsen and Esma Emmioglu (bottom left), a professor and postdoctoral fellow respectively in Education, were also happy to share their research during the poster session. Nienke Van Houten (bottom right), a lecturer in Health Sciences, did double duty as a presenter and member of the Symposium Planning Committee.

The 2013 Symposium on Teaching and Learning took place on May 15 and 16 at SFU’s Burnaby campus. More than 190 SFU faculty, staff, and students registered for the event, which featured 15 concurrent sessions and 13 posters in addition to plenary sessions.

Gloria Rogers, a scholar with the Higher Learning Commission of the North Central Association of Colleges and Schools and a well-known consultant in the area of quality assurance, learning outcomes, assessment, and accreditation, presented the keynote address. Rogers tackled questions related to the implementation of learning outcomes in a direct and pragmatic way. The title of her presentation—“Satisfying mandates while honouring faculty time: Is it possible?”—demonstrated an awareness of the practical issues that are intertwined with the philosophical questions of learning outcomes and assessment. She emphasized the importance of building the definition and evaluation of learning outcomes into existing curriculum development and review processes rather than creating new (and burdensome) administrative structures. She also noted that learning outcomes should be approached within the context of programs rather than as a means of evaluating individual courses. Her presentation will be made available to the SFU academic community as an archived webcast.

Another plenary session featured a panel discussion on “Embracing, managing, or resisting change.” SFU’s Russell Day, a senior lecturer in Psychology and co-facilitator of SFU’s Certificate Program in University Teaching and Learning, joined three panellists from other universities to facilitate a lively and provocative exchange that drew in audience members.

The concurrent sessions and posters covered a variety of areas, but many focused on new instructional approaches within the classroom. Among the approaches covered:

• Evidence-based teaching (Nienke van Houten, Kathleen Fitzpatrick, Cindy Xin)
• Integrated, interdisciplinary, and project-based teaching in science (Uwe Kreis)
• Experiential learning and student-directed courses (Dan Burns, David Zandvliet, John Clague, Vance Williams)
• Active learning (David Kaufman)
• Team-based learning in science (Laura Hilton, Lynne Quarmby, Cindy Xin)

Many of the presentations and posters were developed with the help of Teaching and Learning Development Grants, which are administered by the Teaching and Learning Centre and the Institute for the Study of Teaching and Learning in the Disciplines (ISTLD). PDF versions of some posters will be made available on the ISTLD website and on SFU’s institutional Teaching and Learning website.

Related links

Institute for the Study of Teaching and Learning in the Disciplines

Teaching and Learning Centre

Symposium on Teaching and Learning

By Sarah Louise Turner (above), TLC Teaching Enhancement Specialist

“The human race has never found a better way to convey its cumulative wisdom, dreams, and sense of community than through the art and activity of storytelling.“ – Dan Yashinsky

Several weeks ago I experienced an unusual case of synchronicity. While reading Suddenly They Heard Footsteps, a book by Dan Yashinsky that documents the author’s 30-year career as a storyteller, I had the opportunity to hear Mary Ellen Kelm, an associate professor in History, deliver a one-minute introduction to the bubonic plague in the form of a story. Kelm wove facts, figures, social history, and medical descriptions into an unforgettable tapestry that left me feeling wiser, richer, and more connected to every person in the room. I found myself both envying her students and convinced of the veracity of Dan Yashinsky’s words: “The human race has never found a better way to convey its cumulative wisdom, dreams, and sense of community than through the art and activity of storytelling. “

Suddenly is an account of Yashinsky’s life as a storyteller, covering everything from the challenges of his first attempts to tell stories to a group of troublesome boys at a summer camp to his quest for a storytelling mentor. He describes three decades of research on the art and craft of storytelling done over cups of tea, in dark coffee houses, in libraries and schools, and at festivals around the world. Every experience is illustrated with a story or two. Yashinsky delves into both the decline in storytelling since the advent of writing and its recent re-emergence as a popular craft, and he examines the sociological reasons behind these trends.

Once the reader’s interest is piqued, Yashinsky carefully outlines the techniques and approaches needed to become a skillful storyteller. Using the words of his mentors and his own experiences as a teacher of the form, he guides his readers through the process of choosing, remaining faithful to, and making a relic of the oral tradition your own. He offers four crucial counsels for developing the art form, but, in his simultaneously playful and serious manner, acknowledges that “… they won’t save you from your own stumbles and they probably won’t speed your own discoveries.” For Yashinsky, it is telling a good yarn and listening to a great tale that develops your skills and hones your craft.

For anyone who loves language and words or is curious about the benefits of exploring “story” in their teaching, presenting, or daily life, reading Suddenly They Heard Footsteps will equip you with a myriad of resources and leave you far from sated.

The role of a teaching assistant is complex. A handbook developed by Erin Aspenlieder and Daria Ahrensmeier of the Teaching and Learning Centre provides SFU TAs with information and resources to help them handle their multiple responsibilities with greater confidence. The handbook, titled A Guide for Teaching Assistants at SFU, was released in early October as a PDF file. It covers the many challenges and duties that TAs face and offers advice for dealing with common issues that can arise in labs, classrooms, tutorials, or in relationships with professors and students.

The book’s ten chapters address practical issues (for example, setting office hours and responding to email), pedagogical issues (for example, how to grade quickly and fairly and how to prepare for and lead a tutorial), and professional issues (for example, how to evaluate and improve one’s performance). The guide also includes links and references to a multitude of teaching resources both inside and outside SFU.

For more information about the handbook or about performing effectively as a TA, contact Erin Aspenlieder at erin_aspenlieder@sfu.ca or Daria Ahrensmeier at daria_ahrensmeier@sfu.ca.

Related links:

A Guide for Teaching Assistants at SFU (PDF)

Daria Ahrensmeier’s profile page >>

Erin Aspenlieder’s profile page >>

By Erin Aspenlieder, TLC educational consultant

A new set of self-directed online modules allows SFU students to improve their grammar skills outside the classroom.

Frustrated that her students didn’t seem to be learning grammar before enrolling in her 100-level, writing-intensive class, World Literature professor Melek Ortabasi (right) sought a teaching tool to help them brush up on their language skills.

Ortabasi wanted a fast and efficient way to assess students’ understanding of English grammar and to remind them of the importance of using grammar properly. Although she claims to have learned English grammar “by osmosis and excessive reading,” she maintains that there is a crucial need to teach language skills to SFU students so that they can communicate effectively enough to grapple with the complex and pressing issues encountered in their curriculum and in their communities.

When she couldn’t find an appropriate resource, she decided to create her own. The result is a series of online modules developed with English graduate student Cam Fediuk and Christina Drabik of the Teaching and Learning Centre. Each module presents a grammar or usage rule and then quizzes students on that rule. By correcting sample sentences written especially for the project, students not only learn the rules, but also get a taste of the types of sentences that are appropriate to university-level essays. The modules were developed over the past year, and next spring will be Ortabasi’s first occasion to test them with her students.

While similar tools already exist, Ortabasi’s is unique in that it uses examples relevant to SFU students. The examples were created by Cam Fediuk, who drew on the kinds of mistakes students might make in disciplines ranging from literature to anthropology to linguistics. The relevance of these examples and their currency as “real” mistakes make them a particularly valuable resource for SFU students. For instructors, a key benefit of the self-directed tool is that it will permit them to focus on teaching the more complex elements of rich, effective writing during class time.

Ortabasi envisions the quizzes being used in disciplines across the university. Her plan is to assign 5% of the course grade for the quizzes, but she notes that they can be incorporated in any number of ways. The modules are freely available to any SFU instructor; the Teaching and Learning Centre (TLC) will assist interested instructors in importing the modules into the learning management system, and TLC educational consultants will be available to discuss how the quizzes can be integrated into a given curriculum. The TLC has also committed to providing annual updates of content.

If you are interested in incorporating these modules into your own class, or if you have any questions, please contact Erin Aspenlieder, TLC educational consultant, at easpenli@sfu.ca. For help in adding the grammar modules to your WebCT course, please contact Christina Drabik, TLC instructional support technician, at cdrabik@sfu.ca.

Related links:

Description of grammar modules >>

Melek Ortabasi’s profile page >>

Erin Aspenlieder’s profile page >>

TLC website >>

A guidebook produced this summer by educational consultants Daria Ahrensmeier and Erin Aspenlieder of the Teaching and Learning Centre (TLC) is full of useful information for new faculty members and instructors. The book, titled Tips and Links: A Guide for New Faculty and Instructors at SFU, uses a question-and-answer format to address practical issues both inside and outside the classroom.

The content is divided into four main sections: The first section, “Preparing for Your Class,” includes directions for ordering course textbooks, obtaining an SFU email address, submitting an exam, and more. The second section, “During the Term,” covers concerns such as requirements for posting lecture notes, how to handle cases of suspected plagiarism, and where to print or photocopy course materials. Section 3, “End of Term,” talks about exam and grading issues, teaching evaluations, and support for students. The final section, “Teaching and Beyond,” addresses professional development and life outside the classroom, including where to park, where to eat, and where to go for recreation.

All new faculty members and instructors will receive a printed copy of the guidebook at the New Faculty Orientation on August 30. The book is also available in PDF format here and on the TLC website.

Jon Driver, VP, academic (centre), took advantage of the Teaching and Learning Social to exchange ideas with SFU community members who share his interest in enhancing the student experience.

Some 110 instructors, administrators, and staff members preregistered for the reception, which was organized by the Teaching and Learning Centre and featured food, speeches, and lots of time for conversation at themed tables (for example, English as an additional language (EAL) and Experiential learning). Each table was equipped with a flip chart to capture the most exciting ideas to emerge from the lively discussions.

Participants were welcomed by TLC director Stephanie Chu, who spoke of her desire to use the event to recognize and strengthen SFU’s teaching and learning community.

President Andrew Petter also addressed the attendees, speaking of the complementary roles of teaching and research and underlining the importance of providing both graduate and undergraduate students with relevant and innovative learning opportunities, including experiential learning activities and the chance to participate in meaningful research.

He was followed by Jon Driver, vice-president, academic, who highlighted the teaching and learning emphasis in the 2010–2013 Academic Plan and surveyed eight current and upcoming initiatives:

• Accreditation process and learning outcomes initiative
• Teaching and Course Evaluation Project
• WebCT Replacement Project
• English as an Additional Language Initiative
• Experiential Education Project
• Undergraduate Semester in Dialogue program
• Classroom upgrades and virtual campus pilot projects
• Teaching and Learning Centre programs

Driver made a number of thought-provoking points: for example, he suggested that the growing percentage of EAL students at SFU should be seen as a strength and an opportunity within a multicultural and globalized world. He also noted the broad involvement of the university community in teaching and learning initiatives, pointing out that his own office often played a supporting role in projects spearheaded by other SFU groups or individuals. See the PowerPoint version of his presentation here.

Rob Dainow, Teaching and Learning Needs Coordinator for the WebCT Replacement Project, is meeting with members of the SFU community to determine their needs for new learning technologies.

That number indicates strong interest in the search for a successor to the learning management system that has hosted many of the university’s online and face-to-face courses since 2001.

The website provides news about the project and, more importantly, allows members of the SFU community to contribute their feedback about future requirements for teaching and learning.

Rob Dainow, Teaching and Learning Needs Coordinator for the project, is looking forward to a lively conversation. His goal is to solicit the broadest possible input into the choice of new learning technologies. He notes that face-to-face consultations with key individuals and groups began even before the website was launched. A number of SFU-wide opinion surveys are also planned.

Martin Laba, Director of Academic Community Engagement for the project, shares Dainow’s regard for consultation and emphasizes the importance of the discussion.

“This project is about infinitely more than the application of educational technology,” says Laba, “because it speaks directly to a vision of and commitment to change with regard to teaching and learning at this university.”

He sees the consultation process as part of “a much broader initiative of imagining, developing, implementing, and promoting participation in new and expanded directions and practices in teaching and learning at SFU,” all taking place on the “shifting ground of new and emerging teaching and learning environments, new demands and needs in both face-to-face and online approaches, and changes in the social and cultural lives of our students.”

SFU community members are invited to share their views about the replacement of WebCT by emailing replacewebct@sfu.ca, by commenting on questions posted on the website, or by completing a survey when that option becomes available. Those who find an online forum or survey inadequate for the expression of their views are invited to contact the project team by email or phone (778-782-9438) to request a face-to-face meeting.

The WebCT Replacement Project website is located at www.sfu.ca/replacewebct.

Teaching Circle instructors benefit from observing colleagues in action.

“When you think about how we learn,” says Cindy Xin, “we look at examples.”

That’s the idea behind the Teaching Circles, a project piloted in the Faculty of Science this past summer by Xin, an Educational Consultant in the Teaching and Learning Centre, and Erin Barley, a Lecturer in the Department of Biology.

The concept is simple: a group of instructors – generally six to eight – observe a colleague’s class and afterwards meet to discuss a related pedagogical theme. The classroom observation serves as a jumping-off point, but Xin and Barley emphasize that the exercise isn’t about critiquing an instructor’s style.

“Typically, people’s first reaction is to think it’s about evaluating,” says Barley. “This is not about feedback, it’s not about evaluation. It’s about pedagogical discussion that’s inspired by or paired with observation.”

Barley volunteered her class for the first circle, and the positive response to the summer pilot prompted her and Xin to organize four additional circles this fall. Some instructors attend every circle, while others attend individual sessions.

Each Teaching Circle has a particular theme – anything from “Teaching writing in science through assignments and instruction” to “MonocleCAT: A new clicker-type classroom response system.” But the discussion always has a pedagogical emphasis. The session on MonocleCAT, for example, will consider not just the technology, but more importantly its pedagogical value.

The circles allow instructors to do something they don’t often get the chance to do: discuss teaching approaches and practices with peers.

“Faculty love to talk about teaching,” says Xin. “They just need to be given an opportunity.”

The discussions are relaxed and friendly, a characteristic that Xin suggests is central to their appeal: “Because of the informal nature of this, people feel really comfortable to share.”

Despite the informality, though, the two facilitators have found that the sessions require significant preparation.

“It’s more than just choosing a class and sitting down for a discussion,” says Barley. “We’re finding that the process is really important.”

That process is evolving as the two women discover what works best. Currently Barley distributes questions before meetings to “prime discussion,” while Xin puts together summaries after the circles to “capture the highlights of the discussion and share resources.” Xin is also in the process of launching a blog to announce upcoming circles and report on past sessions.

Barley and Xin haven’t yet assessed the impact of the circles on classroom practice – that’s something they are working on – but the comments on evaluation forms suggest that instructors are picking up practical ideas for their own classes.

Barley notes with satisfaction that attendance at past circles has crossed departmental lines and has attracted a range of participants, including both lecturers and research faculty. Both she and Xin feel that the concept could work for other academic units. Xin suggests that “local context” – a connection to a particular academic unit – is important and points to Barley’s situation within the Department of Science as a key factor in the project’s success.

Barley in turn highlights Xin’s role, noting that her facilitation is a critical component of the circles.

“I think it’s the invisible process that has helped contribute to the visible success,” Barley says.

Two more Teaching Circles will take place in the Faculty of Science this fall, and others are in the works for spring 2012. Xin also hopes to organize some sessions at SFU Surrey. That means lots of work, but also great rewards.

“It’s really invigorating to sit in on these sessions because [the instructors] are so passionate,” says Xin.

Barley agrees: “There’s a lot of energy and enthusiasm.”

**********

Interested in organizing a Teaching Circle within your own academic unit? Cindy Xin and Erin Barley would be happy to share their experiences. Contact them at cxin@sfu.ca or ebarley@sfu.ca.

SFU's teaching and learning grants encourage faculty-led investigations aimed at improving the student learning experience.

SFU’s current academic plan places a strong emphasis on teaching and learning – and the teaching and learning grant recipients announced this week by the office of the VP Academic will advance that priority by carrying out faculty-led investigations of how to improve the student learning experience.

Applications for smaller grants of up to $3,000 are accepted throughout the year. Larger grants of between $3,000 and $10,000 are subject to spring and fall application deadlines and are awarded on a competitive basis.

What’s striking about the most recent list of recipients is the variety of academic units represented and the diversity of scholarly inquiry. The line-up ranges from Sarah Johnson’s proposed study of iClicker use in the Department of Physics to Charles Bingham’s evaluation of leadership experience in student-led cohorts in the Faculty of Education.

The two larger grants will go to instructors in the School of Engineering Science, but here too the investigations are diverse. Glenn Chapman and Ash Parameswaran will receive $9,600 to examine “Enhancing student learning with tools to generate multiple problem sets,” while Kamal Gupta will receive $8,820 to consider “Experiential learning via hands-on robotics engineering and programming for senior undergraduates.”

In most cases projects are expected to be complete within a year, and the outcomes will be available to members of the university community. Jon Driver, VP Academic, has high hopes for the results.

As he said when he introduced the grant program last January, “Our faculty members often tell me that they see their work as going beyond providing content to transforming how students think and problem-solve.  We hope to pinpoint what teaching methods best allow for this and match teaching practices to the purpose of a particular course or discipline.”

Interested in applying for a grant? Learn more at http://www.sfu.ca/teachlearn/tlgrants.html.

Congratulations to the Teaching and Learning Centre on winning a Leo Award for best one-hour documentary program for “From C to C: Chinese Canadian Stories of Migration!” The Leo Awards are British Columbia’s most prestigious film and television awards.

The film, produced and directed by the TLC’s Jordan Paterson, profiles Chinese-Canadians to present a detailed picture of the discrimination suffered by Chinese migrants to Canada during the first half of the 20th century.

Take a look at the video below and head to the project’s website for additional information, photographs, and interviews.

The full documentary will air on CBC on Saturday, July 16 at 5:00 pm. Don’t miss it!

From C to C: Chinese Canadian Stories of Migration

Filmed on location in BC and throughout China’s Guandong province, “From C to C” outlines the injustices faced by Chinese migrants during the last century and the effects of migration on the families and communities of migrants. The film contrasts these histories with the views and experiences of contemporary Chinese Canadian youth, allowing for reflection on the meaning of exclusion for those who experienced it, as well as for those who did not. By calling attention to the diverse and transnational nature of contemporary Chinese Canadian identities, the film promotes an inclusive vision of Canada that values members of all communities as global, rather than solely national, citizens.

Made in partnership with S.U.C.C.E.S.S., “From C to C” is a community-based documentary that is part of a larger educational project that aims to raise awareness about contemporary social justice issues by reflecting on, and comparing, the experiences of migrants between Canada and China since the early 20th century.

For more information about the project, please visit: http://www.sfu.ca/fromctoc/ or find us on Facebook.

SFU News release on Leo Award: http://www.sfu.ca/sfunews/stories/tlc-documentary-wins-leo.html.

Share your thoughts and feedback with us in the comments section, or submit your own stories about Chinese migration to Canada at the “From C to C: Chinese Canadian Stories of Migration” website.