Teaching and Learning at Queen's Winter 2010 by Centre for Teaching and Learning

Teaching and Learning at Queen’s A publication of the Centre for Teaching and Learning

In this Issue From the Director

Teaching Excellence at Queen’s

The Slow Campus: Challenging the Culture of Speed in the Academy

Reflections of a Former Teaching Chair

From the Director

Dr. Richard Ascough, 2009 Recipient of the Chancellor A. Charles Baillie Teaching Award 6 2009 Teaching Awards Reception

Different Perspectives

Queen’s New Grading System

From Wandering to Understanding: The Role of graduate students in mentoring information literacy 12 The Scholarship of Teaching and Learning at Queen’s

Teaching and Learning Enhancement Grants

Community Service Learning Grants

Going Public: From Local to International Participation in the Scholarship of Teaching and Learning

STLHE 2009: Between the Tides

2009 Conference of the International Society for the Scholarship of Teaching and Learning 20 Suggested Readings

Upcoming Conferences

Other Resources

Winter 2010

recent informal survey of educational developers asked how many teaching and learning centres had stopped producing a newsletter on account of the budgetary constraints that many centres are currently facing. Not surprisingly, most respondents felt that now, more than ever before, our respective communities need to know that we are available and willing to help them in such areas as revitalizing their curricula. Despite diminishing resources, we remain focused on achieving our mission of enhancing student learning, and a newsletter

has long been regarded as one of the most effective ways of communicating our intentions, activities and accomplishments. A followup question asked how many centres that were still producing a newsletter had stopped distributing a print version. I was surprised to learn that many centres had chosen to continue distributing a printed, but smaller, newsletter. Among those that had discontinued printing, several reported being asked by some readers for printed copies. Thus, many considered it wise to have both print and electronic formats available to satisfy the needs and preferences of diverse readers. Here at Queen’s, the Centre for Teaching and Learning (CTL) has always been mindful of the costs of producing our newsletter. That explains why we produce only one issue each year. Many readers have expressed their appreciation

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Teaching and Learning at Queen’s Winter 2010

continued from page 1 for the opportunity the newsletter provides them to learn about how the CTL promotes good practice and the scholarship of teaching and learning (SoTL). Most importantly, readers tell us that the newsletter allows them to learn about what their colleagues are doing and to reflect on how they too may engage in effective practices and SoTL. It is on account of such feedback that we have decided to continue publishing the newsletter. However, unlike many of our colleagues in other centres, we have chosen to distribute it online only, in order to keep the costs at a minimum. This issue highlights the many ways in which individuals and departments at Queen’s have demonstrated their commitment to enhancing the quality of teaching and learning. In the first section, we focus on teaching excellence. In the lead article, the 2009 Queen’s University Chair in Teaching and Learning, Maggie Berg, collaborates with a colleague from Brock University, to introduce the concept of the “Slow Campus”. We eagerly anticipate these authors’ recommendations for slowing down the pace of academic life. In the second article in this section, Vicki Remenda reminds us of her accomplishments as the 2006 Queen’s University Chair in Teaching and Learning. Her project on fostering inquiry learning has been such a tremendous success that the Inquiry@ Queen’s conference and e-journal showcasing undergraduate research are now well established traditions at Queen’s. The third article in this section recognizes Richard Ascough, the 2009 recipient of the Chancellor A. Charles Baillie Teaching Award, for teaching that has had an outstanding influence on the quality of student learning at Queen’s. That this prestigious award is bestowed by his peers speaks volumes for the impact that Richard’s outstanding teaching and educational leadership have had on students and colleagues, at Queen’s and beyond. In Page 2

the final article in this section, Sandra Murray provides highlights from the 2009 Teaching Awards Reception, an event hosted by Principal Daniel Woolf to honour all the professors and teaching assistants who received awards for their outstanding teaching in 2008-2009. In the second section, we present “Different Perspectives” on two aspects of teaching and learning. First, Charles Beach and Jo-Anne Brady introduce us to a different perspective on grading, as they describe the new letter grading system approved by the Queen’s University Senate in May 2009. This system will become effective in May 2011. Second, Carolyn Hoessler presents her perspective on the role of the graduate student in mentoring undergraduates in information literacy. The third section is dedicated to examples of SoTL at Queen’s. The first article summarizes the projects that were awarded CTL Teaching and Learning Enhancement Grants in 2009, while the second describes the projects that received Community Service Learning Grants. In keeping with the principles underlying SoTL, successful projects are typically made public so that others may benefit from the results. The final section presents synopses of local and international conferences that provided opportunities for us to share our SoTL. It also provides for your convenience a list of journals and upcoming conferences where you too might share examples of your SoTL with other scholars. The CTL’s educational developers would be happy to discuss with you how we might facilitate your engagement in SoTL. Please contact us at your convenience. Joy Mighty is Director of the Centre for Teaching and Learning, and is cross-appointed as Professor to the School of Business.

Teaching and Learning at Queen’s Winter 2010

Teaching Excellence at Queen’s The Slow Campus: Challenging the Culture of Speed in the Academy Maggie Berg, 2009 Queen’s University Chair in Teaching and Learning

and Professor, Department of English and Barbara Seeber, Graduate Programme Director and Associate Professor, Department of English, Brock University

will spend the next three years researching, consulting with colleagues, and writing a book with Barbara Seeber on the ways in which academia could benefit from the insights of the Slow Movement. The value of slowness has been explored in architecture, fitness, eating, business and interpersonal relationships, but it has yet to be considered in an academic context. Yet professors and students alike feel rushed. Our book will examine the harmful effects of speed on our teaching and scholarship, on students’ experiences of learning, and on collegial life in general. We hope to counteract the consumer model of education which propels the beliefs that time is money, more is better, and value lies in what can be counted. We believe that frenzy produces fragmentation: in ourselves, in our relationships with students, and in our academic communities. Academic advice literature tends to draw on self-

help genres, which do not take frequently feel overwhelmed sufficient account of systemic with work, a perception which reasons for our lack of time, or has increased in the last two time management literature, decades. Yet the institution has which commends multibeen reticent in acknowledging tasking, offering techniques stress. This attitude, rooted in for doing more. Pedagogical romantic notions of scholarly literature emphasises the individualism, is beginning importance of self-assessment to be challenged. The 2007 in the development of effective Canadian Association for teaching. In The Resilient University Teachers’ (CAUT) Practitioner, Thomas Skovholt first-ever national survey on argues that reflecting on our occupational stress documents classroom that “overall experiences stress levels of We have found in our is essential to academic staff conversations with professional colleagues and students are very high.” development. that they frequently feel Greg Allain’s Skovholt adds overwhelmed with work, President’s that “If one is a perception which has Column in a so busy doing, increased in the last two recent CAUT there is no Bulletin draws decades. chance to be. our attention to Yet, it is the the changes in being that produces the chance the academic profession since to learn” (p. 28). Unfortunately, the 1980s (such as the rise in he does not offer a solution to student/staff ratios and the the problem of lack of time. increase in non tenure-track labour) which have produced We have found in our high levels of stress among conversations with colleagues professors. Perceptions of time and students that they play a pivotal role in stress. Page 3

Teaching and Learning at Queen’s Winter 2010

continued from page 3 We will argue that the principles of the Slow Movement can alleviate both the individual’s stress response as well as provide a philosophical foundation for structural changes within the institution which produces time shortage. The aim of this project, then, is to explore the harmful effects of speed on academic life. We hope to propose strategies for slowing down the pace and to facilitate learning – for us all. I would like to hear from anyone who is interested in discussing time and stress. How do you cope with the pace of today’s academic environment inside and outside of the classroom?

Maggie Berg (left), 2009 Queen’s University Chair in Teaching and Learning and Professor and Barbara Seeber (right), Graduate Programme Director and Associate Professor, Brock University

Have you found ways to counteract speed? Please contact Maggie Berg at bergm@queensu.ca.

Reflections of a Former Teaching Chair

Vicki Remenda, 2006 Queen’s University Chair in Teaching and Learning, Geological Sciences and Geological Engineering

“J

ackie, Susan - isn’t this amazing? and former members of the steering committees. The 25th anniversary of Inquiry@ A group of eager undergraduates was seated Queen’s!” I said at the speaker table waiting for as I wheeled up to the front their chance to present their inquiry Learning by inquiry is row of chairs in Speaker’s work, the first in a series of themed appropriate for many Corner in Stauffer Library. interdisciplinary sessions for the disciplines. For faculty The principal and viceweek. The holograms for Race and who wish to explore this principals academic and Racialization, Culture and Identity, method of helping students research, all Queen’s and and Food and Energy Security learn, inquiry-based Inquiry@Queen’s alumni, inquiry modules were projecting near learning can range in were assembling near the entrance enticing students, staff scope from being a single the podium. The Chair and faculty to Speaker’s Corner. “I assignment within a course of the Inquiry@Queen’s hope they ordered enough snacks” to being the entire course. Steering committee was I whispered to Jackie as the crowd making his way to the front grew…. of the room, welcoming the grandchildren of the first and anonymous So perhaps I am letting my imagination get away donors to the initiative and greeting I@Q alums with me with this “pre-flection”…. Being named

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Teaching and Learning at Queen’s Winter 2010

continued from page 4 the 2006 Queen’s Chair in Teaching and Learning gave me the freedom to work on a program focused on inquiry learning and together with the ideas, imagination, and initiative of the many members of the Inquiry@Queen’s Steering Committees, bring to fruition a conference and e-journal to showcase undergraduate research and scholarship. As I look back at how we created this conference from scratch, without having any idea who would apply to present, who would sit in the audience, who would chair the sessions, what it would look like, I think it exemplifies how ideas can triumph over the quotidian distractions of a large university. But I want to look forward and speculate on how Queen’s might embed inquiry learning more deeply into the undergraduate program. Inquiry@Queen’s, after all, was meant to be a program to foster inquiry learning, not just to showcase it.

Arts and Science and Applied Science employ a spectrum of exciting inquiry-based activities. These activities are course- and instructorspecific, but there are similarities among them. Thus a drama professor can communicate with an electrical engineering professor who can share with a sociology professor who can find common ground with a geology professor. Those surveyed were keen to have opportunities to exchange ideas and learn from their colleagues and I would like to find ways to facilitate this sharing in the future.

But how might we explore the impact of inquiry in a cross-curricular way? One idea that arose this summer was to invite a few professors teaching 2nd year courses, for example, to select a theme, such as internationalization, and have students in each course work on an inquiry unit exploring that theme Nearly 200 undergraduates through the lens of Learning by inquiry is appropriate have presented at Inquiry@ their own discipline. for many disciplines. For faculty who Each instructor would Queen’s, and countless wish to explore this method of helping devise an activity and others have participated as students learn, inquiry-based learning assessment scheme for audience members, session can range in scope from being a single students to produce chairs, and volunteers. assignment within a course to being something – a poster, the entire course. For example, in my a poem, a play, a post own courses I use a combination of guided and – that could be shared across the students and open-ended inquiry and traditional teaching. their disciplines. Perhaps that sharing would Guided inquiry can mean asking students to take place in person, or perhaps electronically. explore primary sources of information on a Students would have the opportunity to engage particular topic with a specific assignment or with other students around their disciplinary inviting students to choose articles and topics take on the theme. Faculty would be able to for discussion groups. Completely opendiscuss and debate and share these experiences, ended inquiry prescribes only the process and and learn from each other. What might be the the general theme. Last spring, as my chair impact on undergraduates of such a module? was winding down, two research assistants I suspect that some students would be very working with me interviewed faculty we knew engaged, and some would not, just as we have to be interested in inquiry learning. The results students who prefer to debate a topic and some showed that a number of Queen’s faculty in both who prefer to attend a lecture. However, it is an

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Teaching and Learning at Queen’s Winter 2010

continued from page 7 experiment I think is worth undertaking, just as I think that the Inquiry@Queen’s Undergraduate Research Conference is worth continuing. Nearly 200 undergraduates have presented at Inquiry@ Queen’s, and countless others have participated as audience members, session chairs, and volunteers. Feedback from students is enthusiastic. Many have claimed that the experience was the highlight of their academic career. Impact? I think so, but perhaps we’ll have to wait for the 25th anniversary to be sure.

Vicki Remeda, 2007 Queen’s University Chair in Teaching and Learning

Dr. Richard Ascough, 2009 Recipient of the Chancellor A. Charles Baillie Teaching Award Sandra Murray, Program Coordinator, Centre for Teaching and Learning

r. Richard Ascough, Theological College and Religious Studies, was recognized by his students for his engaging, passionate teaching shortly after coming to Queen’s as Assistant Professor in 1999. This was demonstrated in 2002, when he received the Alumni Award for Excellence in Teaching which “recognizes faculty who show outstanding knowledge, teaching ability, and accessibility to students”1. Then in 2003, he received the United Church of Canada Davidson Award for Excellence in Teaching and Scholarship in Theological Education, and in 2004 was nominated for the Frank Knox Award for Excellence in Teaching. So it is no surprise that he is now being honored by his peers as the 2009 recipient of the prestigious

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Chancellor A. Charles Baillie Teaching Award.

a variety of backgrounds and levels” and is able to engage students, even in large classes.

What makes Dr. Ascough such an outstanding educator? Well, The next question we might ask if you ask his students they is, what does Dr. Ascough do will say that it is because of to have such an extraordinary his remarkable impact on students? “ability to First, he has “He has a gift of challenge demonstrated a reaching students and stimulate deep desire to be an from a variety of them”. They “effective teacher” backgrounds and will speak about and has subsequently levels...” his dedication read literature to them, and about teaching and the fact that learning in higher he is “generous, patient, education. Reading works devoted and innovative”. He like Becoming a Critically encourages them to “think for Reflective Teacher (Brookfield themselves and draw their 1995), Taxonomy of Educational own conclusions” which gives Objectives: The Classification of them the ability to retain “a Educational Goals (Bloom 1956), remarkable amount relating Seven Principles for Good Practice to [their] topic”. “He has a in Undergraduate Education gift of reaching students from (Chickering and Gamson 1987),

Teaching and Learning at Queen’s Winter 2010

continued from page 6 The Courage to Teach (Palmer Teaching Award because 1998), Taking Learning to Task recipients for this award (Vella 2001) and Assessment are nominated and selected and Learning: The ICE Approach by peers, not students. The (Young and Wilson 2000) has recipient must also provide encouraged him to reflect, evidence of teaching evaluate and put into practice scholarship which can be effective demonstrated teaching Ascough himself speaks by sharing methodology. instructional of the importance Ascough processes with of articulating clear himself teaching and learning colleagues in speaks of the publications, goals which he breaks importance of mentorship, down into “three key articulating workshop aspets of learning: clear teaching cognitive, practice and facilitation, and and learning conducting research identity”. goals which on teaching and he breaks Ascough has done down into “three key aspects of all of these. His impact on learning: cognitive, practice and his colleagues, like his impact identity”. He is also concerned on students, began early in with fostering deep learning his career as he began giving and engaging students with workshops in 2002 for the varying learning styles. He is Instructional Development a leader in the effective use of Centre (now the Centre for educational technology and he Teaching and Learning) and creates learning environments has given dozens of other that enable interactive learning. workshops at Queen’s and He communicates learning beyond. He has “published goals to students with grading three peer-refereed articles rubrics that he hands out to on teaching and learning students early in the course along with an article Learning and has high expectations for (about) Outcomes: Objectives, his students, which instills in outputs, goals not always easy them the motivation to achieve to define” published in 2008 success. in the Queen’s Gazette. He has reviewed five books on While Ascough has clearly teaching and learning, and demonstrated his ability for has received research grants teaching effectiveness, it takes focusing on the enhancement more than this to receive a of student learning. Ascough Chancellor A. Charles Baillie has impacted the way his

colleagues teach and “three of them have gone on to publish peer-refereed journal articles on pedagogy”. Ascough is a champion of effective teaching and has demonstrated remarkable leadership in this area. He has inspired students and colleagues alike and is a worthy recipient of the 2009 Chancellor A. Charles Baillie Teaching Award. 1. All quotations in this article have been extracted from documents submitted in support of Richard Ascough’s nomination for this award.

Richard Ascough, 2009 Recipient of the Chancellor A. Charles Baillie Teaching Award

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Teaching and Learning at Queen’s Winter 2010

2009 Principal’s Teaching Awards Reception Sandra Murray, Program Coordinator, Centre for Teaching and Learning

id you know that Queen’s University currently has over 65 teaching awards honoring faculty and teaching assistants? While the nature and criteria of these awards may differ somewhat, they all encourage effective teaching that fosters engaging classrooms for improved student learning. Although these teachers were already recognized by the groups sponsoring their award, on Thursday, November 12 our newest principal, Daniel Woolf, hosted a Teaching Awards Reception in the Elpseth Baugh Fireside Room which was attended by 43 of the 105 teaching award winners from the 2008-09 academic year. The evening started with an exercise led by Maggie Berg, Department of English and 2009 Queen’s University Chair in Teaching and Learning, on “The Joy of Teaching”, where guests were asked to write their responses to three questions about their teaching. Given the tough challenges the university is currently facing, it was a fitting theme reminding us of the primary purpose of this institution, and encouraging us to think about creative ways to face these challenges. These are the questions and some of the responses: 1. What single aspect of teaching gives you most enjoyment or joy? • The students and their enthusiasm • When your teaching efforts really help students understand and enjoy your subject. • Smaller class sizes for more personal interaction with students. • When the lights go on in their eyes. Page 8

• Interacting with students on an individual or small group basis. • The students and their enthusiasm. • Knowing that I may make a difference in a student’s educational experience. • Seeing students actively engaged in the classroom, expressing views and asking questions. • Seeing a student understand a concept for the first time after struggling. • Getting genuine thanks from students who really appreciate your teaching. • Students being able to answer their own questions. • Happy faces and a buzz of “academic conversation” at the end of a lecture. • Learning from my students and knowing they get something out of class. 2. How do you retain that joy in the face of institutional constraints such as increased class sizes, cuts in funding etc? • Keep a stiff upper lip. • Engaging students and turning on their lights is about relationships, not resources. • Focus on the students and their learning. • Even in a large class the challenge of teaching makes the work interesting. • The quality and commitment of students. • I encourage group activities to assist in learning as well as individual student discussions with myself. • Do not think about them while teaching. • The “wonder” and enthusiasm of motivated students. • Try to keep small classes and support larger classes with more assistants to keep personal contact.

Teaching and Learning at Queen’s Winter 2010

continued from page 8 • By the creative work of educational innovation. • Try to stay positive in light of these challenges – I can still make a difference. • I attend the class that I TA so that I can get to know as many students as possible. • It is no effort. I would teach in a wooden shack. • Assistance of others, go with the flow. • By maintaining the philosophy that everything I do/experience is undertaken with the best interest of the student at heart. • I don’t know that I can retain the joy in the face of such constraints. 3. What more could Queen’s do to enhance and foster your joy in teaching? • My joy in teaching comes from within but I recommend that Queen’s do whatever it can to value teaching. • Spend less on extras (VPs) and more on necessities. • Expand teaching ranks lowering student/staff ratio. • Decrease class sizes, allocate more resources to teaching. • Have more professional development opportunities across faculties. • Make teaching count. • Facilitate an open forum to share ideas with faculty both department and university wide. • Keep facilities and classrooms clean and up to date. • Stop the cuts. • Training on effective communication between TAs and students. • Encourage more discussions about teaching at all levels of the university. • Help with the mechanics…have big screens in rooms at the front of classes. • Don’t make us cart mobile PowerPoint projectors through knee deep snow to distant

• • • •

•

• • • • •

classes. Schedule a “free” period after teaching in distance classes so we can arrive “on time” to the next class. P.S. Thanks for asking! Provide more TA hours per course because class sizes are so large. Address the constraints more effectively. Give my class a digital video camera so I can record lectures. By trying new methods to keep students actively learning, including trying methods suggested by colleagues. Working with students on a one-on-one basis to help them with understanding the material. More TAs to reduce the workload. Cut fewer TA positions for upper year (3rd/4th) courses. Recognize teaching for the value it actually has. Create educational spaces – real and virtual that allow innovative educational practices. Create a general atmosphere in which all colleagues are encouraged and enable them to take time to consider their pedagogy.

Following this activity, the Principal, along with Joy Mighty, Director, Centre of Teaching and Learning, then welcomed guests and personally congratulated each award winner while presenting them with a pewter “Celebrating Teaching Excellence at Queen’s” pin (provided by the Centre for Teaching and Learning). After a celebratory evening of congratulatory handshakes, smiles and applause, guests were then encouraged to think about nominations for next year’s non-discipline specific external awards, like the 3M Teaching Fellowships, COU Award for Excellence in Teaching with Technology, Leadership in Faculty Teaching Award and the OCUFA Teaching Award. Can you think of someone worthy of a teaching award? Why not nominate them? Page 9

Teaching and Learning at Queen’s Winter 2010

Different Perspectives Queen’s New Grading System Charles Beach, Chair, Senate Committee on Academic Procedures, and Jo-Anne Brady, University Registrar

n May 2009, Queen’s University Senate approved an official grading system for the University comprising letter grades, grade points and grade descriptors, as outlined in the chart below. After extensive research and consultation on campus, the Senate Committee on Academic Procedures (SCAP) recommended the University take advantage of the opportunity presented by the implementation of a new student system to adopt a consistent system of reporting student grades and course weights that is well understood and aligns with the most prevalent practices in Canada, the United States and Europe. Feedback from Queen’s faculty was generally positive and supported the assertion that a letter grading scheme with accompanying descriptors of academic achievement offers

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increased clarity to students and faculty, as well as to employers. The consistent grading scheme will facilitate the transferability of credits for students taking courses across Faculties. There is also considerable support

that the letter grade system is likely to be advantageous to Queen’s students applying for competitive admission to advanced degrees at institutions of higher learning across North America and Europe. Over the fall, the Office of the University Registrar, working with SCAP, did extensive modeling using various grade

point scales to determine the most appropriate scale for Queen’s, ensuring that meaningful determinations for scholarships and awards, honours, distinctions and degree progression would be reasonably accommodated. The objectives of the Senate Committee, in deciding to go forward with the scale presented to Senate in May and re-produced below, were to ensure the grading scale did not promote grade inflation, at the same time as ensuring the academic achievement of Queen’s students would be fairly and competitively presented for external review and progression, in pursuit of their employment and/or academic careers. The adoption of a new consistent grading system presents significant opportunities, but it does represent considerable change. Instructors may choose to continue to assign percentage grades, but the official grade

Teaching and Learning at Queenâ&#x20AC;&#x2122;s Winter 2010

continued from page 10 reported will be the letter grade. SCAP has approved the conversion table presented below. The new grading system, along with a consistent set of non-evaluative grades and grade conditions (e.g., IN, CR), will be effective May 2011 with the implementation of the new student system. It is anticipated that there will be a transition period in which there may be some variation among instructors in the adoption of letter grades as their sole method of evaluation. Over

time, we may witness a general decline in the use of percentage grades as instructors and students become more familiar with the reliability and consistency of the letter grade system. Certainly, the issue of grading can be a contentious topic in the area of assessment and evaluation, and the complexity of grading practices has various impacts and implications. Students are aware that the grades they receive impact their

career and academic pursuits, and may be legitimately concerned about how the change or variation in grading methods may advantage or disadvantage their future opportunities. The Queenâ&#x20AC;&#x2122;s community will engage over the next few years with the new grading system, and it is likely the decision to adopt a new consistent grading system is only the beginning of dialogue and debate on the issue, not the end.

Letter Grade

Grade Points

Percentage

Descriptor

A+

4.0

90-100

Exceptional; significantly exceeds the highest expectations for the assignment or course

4.0

85-89.9

A-

3.7

80-84.9

B+

3.3

77-79.9

3.0

73-76.9

B-

2.7

70-72.9

C+

2.3

67-69.9

2.0

63-66.9

C-

1.7

60-62.9

D+

1.3

57-59.9

1.0

53-56.9

D-

0.7

50-52.9

F P

0.0

0-49.9

Outstanding; meets the highest standards for the assignment or course Excellent; meets very high standards for the assignment or course Very good; meets high standards for the assignment or course Good; meets most standards for the assignment or course More than adequate; shows some reasonable command of material Acceptable; meets basic standards for the assignment or course Acceptable; meets some of the basic standards for the assignment or course Acceptable; while falling short of meeting the basic standards for the assignment or course Minimally acceptable; exceptions Graduate Studies and Medicine Minimally acceptable; passing grade, exceptions Graduate Studies and Medicine Minimally acceptable; lowest passing grade, exceptions Graduate Studies and Medicine Failure Pass; no grade assigned

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Teaching and Learning at Queen’s Winter 2010

From Wandering to Understanding: The role of graduate students in mentoring information literacy Carolyn Hoessler, Faculty of Education

s graduate students and teaching assistants, we are often called on to explain the “hows” of being a student, including a recent experience in my life where a student asked me about how to find articles for a paper. With years of experience in university, I know that an “article” does not mean the latest popular magazine’s discussion of the week’s hot topic or a webpage description. However, the student who asked me was less clear – just as I was years ago. Years of training are the basis of the ease of sifting through databases and journals to pick an article that is finely balanced in breadth and depth. As I tried to explain clearly the decisions and steps of the search, the implicit skills became explicit revealing a richness of often hidden knowledge. These abilities and insider understanding were gained as an undergraduate student and frequently utilized as a graduate

student. There is a startling complex skill set required to navigate as a student. Completing a paper involves countless skills: knowledge of library systems, understanding of expectations and criteria, and even the physical location of books in different libraries. How did this rich skill set develop? For some students, knowledge of strategies began in conversations with older siblings, parents, or friends who have been in these halls before, or fellow classmates and roommates on the journey. For others, orientation may have provided possible avenues during the avalanche of the first semester, and attending workshops to learn what services campus has to offer provided growth in later terms. Teaching assistants, librarians, staff, and faculty taking the time to explain what was unclear or unknown, were brief mentors in these skills. Our role As graduate students we possess a wealth of knowledge. As teaching assistants and mentors we can share the necessary strategies and skills for navigating through the academic process. Perhaps, just as importantly, we can also remember the not-so-long-ago when we were also wandering and the meaning of an “article” was not so clear. Looking forward. For junior graduate students, faculty, librarians, and senior graduate students are mentors in our own professional development, research, and teaching. With new concepts to learn and new challenges to meet, insight and mentorship are indeed still valuable.

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The Scholarship of Teaching and Learning at Queen’s Teaching and Learning Enhancement Grants

or the fourth year, the Teaching and Learning Enhancement Grants, offered by the Centre for Teaching and Learning in partnership with ITServices, have provided funding for projects designed to enhance student learning at Queen’s. To date 18 different projects have been awarded funding which have ranged from $500.00 to $4390.00 and have allowed those involved in teaching the opportunity to design or redesign courses or programs, develop innovative and effective assessment or teaching strategies, integrate technology, or create new active learning opportunities to increase student engagement in learning. In 2009 six grants were awarded. The following is a brief description of those projects and some of their outcomes. Knowledge Translation Course Margaret B. Harrison, Christina Godfrey, Marianne Lamb, School of Nursing This project developed and evaluated a unique course to be offered by Queen’s within the Council of Ontario Universities Programs in Nursing. The intent of NURS-898 is to build on Nurse Practioners’ (NP) experiential knowledge. In addition to the core competencies required by primary health care nurse practitioners, students had opportunities to develop broader based skills in critical appraisal and research inquiry. They engaged in a major project to develop an evidence synopsis in a substantive practice field using established methodologies within the science of synthesis. Our plan is to fully utilize the resources we have developed over the past few years at the School of Nursing with this new educational opportunity through our work with the Queen’s Joanna Briggs Collaboration and the international Cochrane Library.

E-Learning Modules for Resident Physicians relating to the CanMEDS Physician Competency Framework Mala Joneja, Rupa Patel, Shayna Watson, School of Medicine The funds provided by the grant assisted with the creating of video clips for on-line teaching modules. The grant provided funding to hire a professional videographer. Video clips were taken of local Queen’s University educators who are seen as ‘champions’ or role models for particular roles. It was hoped that including local educators would have a greater impact on resident learners here at Queen’s University. Learners would have the opportunity to engage in further conversation with these teachers. To date two modules have been completed: “CanMEDS Introduction” and “CanMEDS Collaborator”.

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Teaching and Learning at Queenâ&#x20AC;&#x2122;s Winter 2010

continued from page 13 Exploiting the Potential for Complex Learning in an Adult Neurorehabilitation Course for MScOT Students Michelle Villeneuve, School of Rehabilitation Therapy The overall purpose was to re-design teaching and assessment strategies in order to enhance opportunities for complex learning in OT844 (Cognitive-Neurological Determinants of Occupation). This instructional design project integrated face-to-face and multimedia learning activities to support complex learning for two units of study. The goals of this project included: 1. To develop video-based case studies of actual clients with cognitive-neurological conditions along with face-to-face learning activities that would scaffold whole-task learning for case analysis. 2. To develop multimedia learning modules as worked-out examples to support and scaffold student learning for: selecting, administering, scoring, and interpreting the results of standardized cognitive evaluation tools. 3. To support these goals the available funds were used to re-structure the content to provide opportunity for case-based learning using authentic problems from clinical practice around available videobased case studies and to complete each of the modules as a finished product for 4 of the 11 standardized cognitive-perceptual evaluation tools currently available at Bracken Library. The Perk Station â&#x20AC;&#x201C; Hands-on Surgery Experience for Students Gabor Fichtinger, Computer Science The grant helped build a novel teaching tool called Perk Station surgical navigation system and introduce it to undergraduate courses at Queenâ&#x20AC;&#x2122;s University.

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The purpose of this tool was to: 1. Introduce students to practical biomedical engineering applications. In particular, provide experience in computer-assisted surgery in affordable and reproducible lab environments. 2. Enhance understanding of concepts learned in class through hands-on practical experience. 3. Entice students to advanced studies in biomedical technology. The Perk Station has been presented in various demonstrations and outreach events. Experimenting with the Perk Station appeared to be a profoundly novel and exciting experience for students who had an opportunity to use it. Many of them seemed to have been energized to learn more about the potentials of computing and engineering in medicine. The Perk Station has been integrated into laboratory modules of the CISC-330 and COMP-230 courses. With the Perk Station, students perform needle based surgery with virtual reality navigation. They plan surgeries through a computer interface by calculating target locations, tool trajectories and other critical parameters. They perform the surgical intervention on anatomically realistic test objects (called phantoms) and evaluate accuracy relative to the surgical plan. The apparent simplicity of the Perk Station should not belie the depth and breadth of engineering research leading to the system. Since receiving the grant, our research team has produced six publications and has secured significant external research funding. The efficacy of a video-based E-teaching Tool in Medical Student Education Vladimir Kratky, Department of Ophthalmology One of the most common stresses that medical students face is the vast amount of information that they have to absorb in a relatively short

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continued from page 14 time. We have undertaken to run a project formally comparing the learning retention of key points in an educational video on the ‘Triage Competency of Eyelid Lesions in Ophthalmic Plastic Surgery. The initial results of a small pilot project are very promising, showing a significant improvement in test performance after watching a short video. We plan to expand this prospective trial to include a full class of medical students (about 100 subjects) and to evaluate their learning retention on ‘difficult-toteach’ topics in clinical practice. Furthermore, these video clips will be posted on-line to allow students ready access at any time. The Assessment of Engineering Student Engagement and Development through Community Service Learning Brian Frank, Department of Electrical and Computer Engineering Skills like creativity, communication, and information literacy are critical in most programs in higher education. These skills can be developed well through student-directed experiential learning strategies, like service learning projects, which motivate inquiry, develop management skills, and provide a connection to the community. Every year first-year engineering students tackle problems in a design project course, APSC-100: Practical Engineering Modules.

Community service projects were introduced into this course in the 2005-2006 academic year, and greatly expanded in successive academic years. Currently the majority of the 650 first-year students are involved in some sort of community service project. Anecdotally students indicate that the projects encourage creativity and develop the ability to communicate with clients. This study was undertaken to examine more rigorously the impact of service learning projects and provide data for further improvement. This study is using student self-reports about engagement and skill development, and an instrument developed to assess design cognition, to compare the outcome of client-based projects, particularly service learning projects, with non-client based projects. This will then be used to assess the contribution of community service learning projects to professional skill development. This research is related to a broader initiative to investigate development of design skill cognition from first year to graduating year that was reported in presentations at the national engineering education conference in 2008 and 2009. The data from that study are being applied to assess the impact of service learning projects in first year.

For more information on grants available in support of teaching and learning at Queen’s and how to apply, go to our website: http://www.queensu.ca/ctl/grants/

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Community Service Learning Grants The 2008-09 academic year marked the first year of the Community Service Learning Engagement Grants program, co-sponsored by the Centre for Teaching and Learning and the Division of Student Affairs. This program provided grants of up to $2,500 from the $20,000 available, for activities and projects designed to engage students in projects based on the pedagogy of Community Service Learning. In this first year of the program, eight projects received funding and are briefly described as follows: Advancing Horizons: A Faculty of EducationBoys and Girls Club Design Experiment William J. Egnatoff and Richard Reeve, Faculty of Education This project was a component of a pilot program with high-needs children at the Boys and Girls Club of Kingston and Area. Queen’s undergraduates were recruited as volunteer leaders for the program, that ran in three 8-week blocks throughout the academic year. The funding from this grant provided technical support for research necessary to create a selfsustaining program. The purpose of this research was to develop a local theory and accompanying classroom design related to the educational programs within the Club’s Education Centre focusing on the following: advancing child participants’ level of engagement both internally within the local group and externally in relationship to the world; and establishing a viable local theory that potentially supports the scalability of the design to other Boys and Girls Clubs across Canada.

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Engineering Service Learning for Applied Sustainability Joshua M. Pearce, Department of Mechanical and Materials Engineering The objective of this project was to provide coding, templates, and automation of the appropedia.org website to support engineering design and development for engineering student service learning projects. The software development enabled professors to easily integrate service learning into courses where engineering projects can be used for applied sustainability. Although this project is primarily targeted for a recently-approved course, MECH 425 Engineering for Sustainable Development, it is applicable to any course at Queen’s that uses engineering service learning. HLTH 415: Developing Community-Health Promotion Partnerships in Kingston Spencer Moore, School of Kinesiology and Health Studies This grant supported and developed pre-course liaison activities, in-course liaison mechanisms/ support, post-course student follow-up mechanisms, and post-course community partner evaluations through the hiring of a research assistant. Advancements in all of these areas proved to be key factors in working with a larger cohort of community partners in conjunction with this course. Mind Matters: How Your Brain Works James Reynolds, Department of Pharmacology and Toxicology and Centre for Neuroscience Studies, Stephanie Kenny, Life Sciences Program, Neuroscience Stream and Angela Coderre, Centre for Neuroscience Studies, in conjunction with the Kingston Seniors Association This initiative focused on community-based learning for seniors in affiliation with the Kingston Seniors Association (KSA), based

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continued from page 16 on interest from KSA in such an initiative. “Mind Matters: How Your Brain Works” is an introductory neuroscience course taught by undergraduate and graduate students as a series of one hour weekly lectures over a ten week term at the Kingston Seniors Centre. The course is designed to teach the basic principles of brain function and dysfunction. Each lecture focused on a different topic and was designed to integrate with and build upon the previous lectures. “Explore” summer program to engage Kingston students in grades 7 through 12 Anne Godlewska, and Kay Wakeman, Geography This project involved the development of a new course for the grade 7 through 12 population involving the use of various technologies related to geography including GPS, GIS, Google Earth, and Google SketchUp technology. Through the use of the unique outdoor environment at Rockwood Asylum, students in the course utilize these technologies in a mobile gaming context, and conclude by building a virtual Rockwood Asylum in Google SketchUp and locating it in Google Earth. The funding from the grant program also facilitated the hiring of several instructors to teach this course and document the course creation process. Community Mural Initiative Karla Gouthro, Queen’s University Community Outreach Coordinator, Sylvat Aziz, Department of Art Kathleen Sellars, Department of Art and Melanie Lourenco, Chameleon Nation, Kingston, Ontario Through this project a number of first year Queen’s students, associated community partners, two Queen’s Fine Arts faculty members and a number of Kingstonian high-school youth came together to organize, design and create their sense of community via two wall murals at the Queen’s Community Outreach Centre, located off-campus at 11 Aberdeen Street. This

initiative provided students and community members with an opportunity to engage with one another across diverse backgrounds, to promote community building and positive networking, to encourage and empower students to practice civic/community responsibility, to improve the appearance and the physical space of the Community Outreach Centre and to enhance experiential and active student learning. Community Service Learning in Occupational Therapy Mary Lou Boudreau and Donna O’Connor, Occupational Therapy Program The grant enabled funds to be disbursed to Occupational Therapy students to cover the costs associated with the projects done in Community Development placements (in locations throughout North America and Africa), and to cover some of the costs associated with the Community Development Forum, a celebration of the work being done by the students. Student projects were completed between June 8 and July 10, 2009. At the forum each student team prepared and presented both a poster and an oral presentation that described the agency and the project including objectives, method, results, impact, sustainability and how they relate to Community Development and Occupational Therapy. One of the most exciting impacts of the day was seeing the way some projects linked community agencies to each other. The networking that occurred among these agencies as a result of the student interactions was impressive. Embodied Pedagogy Dia Da Costa, Global Development Studies This series of events entitled “Liberation Theatre in Emerging Peripheries” was held at Queen’s University from February 22, through March 22, 2009, and brought Sanjoy and Sima Ganguly, co-Founders, artists, and activists of Jana Sanskriti, India to Kingston. The series Page 17

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continued from page 17 of events brought students from disciplines as wide-ranging as Engineering, Physiology, Global Development Studies, Economics, Geography, Women’s Studies, and Education. It brought artists, activists, school teachers, and social workers from the Kingston and Toronto community. The presence of the artists allowed for work on translating Jana Sanskriti’s plays

for an international community of theatre of the oppressed practitioners. Dr. Da Costa noted, “I could not have hoped for a more successful project. I hope there will be opportunity to translate these gains into lasting practices of teaching and learning on the Queen’s University campus.”

Going Public: From Local to International Participation in the Scholarship of Teaching and Learning Joy Mighty, Director, Centre for Teaching and Learning

t the Centre for Teaching and Learning (CTL), we believe that teaching is a major professional responsibility for all academics, and that good teaching is a scholarly activity that is enhanced by both disciplinary scholarship and the scholarship of teaching and learning in the disciplines. University professors typically get support for and feedback on their disciplinary scholarship through regular participation in various disciplinary conferences, as well as through reviewing their peers’ articles and publishing their own work in disciplinary journals. Less common is the practice of sharing experiences, insights and research on teaching and learning in their disciplines.

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The CTL is committed to fostering the Scholarship of Teaching and Learning (SoTL), which requires that as professors we reflect on our teaching practices and document how we teach, what our students have learned, and what changes we have made to improve their learning. SoTL also implies making instructional processes more public than they typically have been in our University, enabling us to discuss them with colleagues on campus and beyond, and to learn from each other about evidence-based practices that are effective in enhancing learning. In this section, we highlight some of the conferences and other activities which bring together people who are engaging in SoTL as an important means of enhancing student learning in higher education.

Teaching and Learning at Queen’s Winter 2010

STLHE 2009: Between the Tides The 29th annual conference of the Society for Teaching Before the conference, organizers challenged and Learning in Higher colleagues across the country to identify a set Education held in June of common and significant dilemmas for the 2009 was considered community to explore during the conference. an enormous success The four dilemmas identified were: on several criteria. • Disciplinary Education versus Liberal Hosted by the University Education of New Brunswick in • Physical Environment versus Virtual beautiful Fredericton, the Environment conference welcomed over 500 delegates from • Curricular Learning versus Extra-curricular all over the world. The theme of the conference Learning was “Between the Tides”, a metaphor for • Institutional/professional Autonomy versus the numerous challenges currently facing Public Accountability Canadian post-secondary institutions, with each challenge having its own array of advantages An online wiki site was established to allow and disadvantages, much like the ebb and flow participants to begin discussing the dilemmas of the tides of New Brunswick’s Bay of Fundy long before they even arrived in Fredericton. from which the metaphor was drawn. There are The morning of the first day of the conference usually no easy or clearwas dedicated to bringing cut solutions, nor no single the dilemmas to life, course of action for dealing ...organizers rather creatively examining their structure with such challenges, but saw the potential for dilemmas and impact, and exchanging there is often pressure to generate rich discussions by ideas about the best ways by various stakeholders reframing them as opportunities of dealing with them. Dr to move in different and for clarifying complex issues and Alex Lowy delivered the often opposing directions. viewing them through different keynote address in which he These differences are lenses... introduced a 2 x 2 structured therefore perceived as method for modeling dilemmas with win/ dilemmas. Then grouped lose solutions that are never wholly satisfying. around each of the four dilemmas, participants But the conference organizers rather creatively further explored the dilemmas, seeking to saw the potential for dilemmas to generate rich understand and resolve them. These table discussions by reframing them as opportunities discussions were captured by dilemma teams for clarifying complex issues and viewing them that remained intact throughout the conference, through different lenses while examining their synthesizing discussions about the dilemmas implications for those affected by them. They that took place throughout the conference. therefore devised an innovative structure for the conference revolving around the concept of The dilemma teams were previously identified dilemmas. through requests for volunteers, and they were oriented to their role during a pre-conference

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continued from page 19 workshop. Each dilemma team consisted of eight people, six of whom wrestled with the “content” of each dilemma, while the remaining two provided communication and technical support. Each team included representatives of the main post-secondary education stakeholders, including Federal and provincial Governments; faculty members, educational developers, and professional staff; the business sector; unions representing the interests of members of post-secondary institutions; university and

college administrators; students; and the wider community. Their role was to track and analyze the dilemmas, integrating the themes and ideas that emerged into reports that were presented during the closing plenary of the conference.

2009 Conference of the International Society for the Scholarship of Teaching and Learning

he sixth annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL) was held in Bloomington, Indiana from October 22 to 25, 2009. Hosted by Indiana University, the birthplace of ISSOTL, the conference welcomed approximately 700 participants from around the world. The conference challenged scholars of teaching and learning to share their conceptual insights, theories and research around the theme of “Solid Foundations, Emerging Knowledge, Shared Futures”. I attended the conference in two roles. My primary role was as the Queen’s representative on the CASTL Institutional Leadership cluster on Building Scholarly Communities. In this capacity I participated in the CASTL Colloquium which customarily precedes the conference. During the colloquium, our cluster presented an overview of our process over the last three years and the outcomes of our work as a cluster, including the publication of institutional and cluster initiatives in a special issue (Volume 3, Issue 1, July 2009) of

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the electronic journal, Transformative Dialogues. Members of the cluster also presented posters of their work during the poster session that ended the colloquium. In addition, we cofacilitated a two-hour pre-conference workshop which attracted approximately 30 conference attendees who were interested in strategies and processes for building communities around the scholarship of teaching and learning. Our official commitment to the cluster ended in October 2009. However, each institution in the cluster has committed to continuing its work in creating scholarly communities. My second role at the conference was in my capacity as President of the Society for Teaching and Learning (STLHE). Since the scholarship of teaching and learning is one of the pillars of the STLHE’s strategic directions, we considered it important to explore a closer, more formal relationship with ISSOTL. Thus, during the conference, with the approval of the Boards of both organizations, STLHE and

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ISSOTL signed a partnership agreement which Other highlights of the conference were recognizes the alignment of the mission and four keynote presentations, several featured goals of the two organizations. This agreement plenary sessions, and a publishing strand that acknowledges the potential for synergies included panels on “Publishing SoTL in the next between our two organizations and paves the Generation: How to choose a journal”, “SoTL way for collaboration on in Disciplinary Education future initiatives. In addition Journals”, and discussions ...during the conference, with to my signature as STLHE with editors and recent book the approval of the Boards of president, other signatories both organizations, STLHE and authors on “the business of to the agreement were going public with SoTL”. ISSOTL signed a partnership ISSoTL President, Jennifer agreement which recognizes the The next ISSOTL conference Meta-Robinson; ISSoTL will be held in Liverpool, alignment of the mission and President-Elect, Gary Poole; England in October 2010. goals of the two organizations. and STLHE VP SoTL, Nicola Visit http://www.issitl. Simmons. Although she org/conferences.html for was unable to attend the conference, ISSoTL VP, information on the theme and the deadline for Canada, Elaine van Melle, was recognized as the submission of proposals. driving force in creating this partnership. Elaine is the Director of Health Science Education and a member of the Queen’s CASTL Institutional Leadership team.

Suggested Readings Scholarship Reconsidered: Priorities of the Professoriate Ernest Boyer. 1990. Jossey-Bass. San Francisco: California.

Suggests that institutions need to break out of the old teaching versus research debate and define, in more creative ways, what it means to be a scholar. In response to this challenge, this book proposes four views of scholarship -discovery, integration, application, and teaching.

Scholarship Assessed: Evaluation of the Professoriate

Charles E. Glassick, Mary Taylor Huber, and Gene I. Maeroff. 1997. JosseyBass. San Francisco: California. This book begins where Boyer’s ‘Scholarship Reconsidered’ left off. It examines the changing nature of scholarship in today’s colleges and universities. It proposes new standards for assessing scholarship and evaluating faculty with special emphasis on methods for documenting effective scholarship.

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Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling Kathleen McKinney. 2007. Jossey Bass. San Franscisco: California.

There has been a growing demand for workshops and materials to help those in higher education conduct and use the scholarship of teaching and learning. This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for faculty members as well as educational developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects.

Enhancing Scholarly Work on Teaching and Learning: Professional Literature That Makes a Difference Maryellen Weimer. 2006. Jossey Bass. San Franscisco: California.

This book includes an analysis of the practitioner literature on teaching and learning in two main categories—the wisdom of scholarship and research on scholarship. The first category uses the lens of experience to analyze instructional issues, and the second category employs more objective frames to assess instructional issues.

Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers Mary Taylor Huber. 2004. Stylus Publishing. Sterling: Virginia.

How can faculty integrate the scholarship of teaching and learning into their academic careers? This book addresses this question through the experience of four scholars who have been innovators in their own classrooms, leaders of education initiatives in their institutions and disciplines, and pioneers in the scholarship of teaching and learning.

Taking Stock: Research on Teaching and Learning in Higher Education Julia Christensen Hughes and Joy Mighty (Eds.). 2010. McGillQueen’s University Press. Kingston: Ontario.

Drawing on contributions by renowned educational researchers, this book ‘takes stock’ of teaching and learning research in higher education. Arguing for an enhanced commitment to evidence-based practice, “Taking Stock” offers concrete suggestions for changes on a systemic level in support of student learning and calls on all those working in higher education - faculty, educational developers, administrators, and government officials - to work together to bring about these changes. Page 22

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Upcoming Conferences 3rd Annual SoTL Commons: An International Conference for the Scholarship of Teaching and Learning March 10-12, 2010, Georgia Southern University, Statesboro, Georgia, USA http://academics.georgiasouthern.edu/ijsotl/ conference/2010/ The London Scholarship of Teaching and Learning (SoTL) 8th International Conference May 13-14, 2010, Thames Valley University, London, England http://www.tvu.ac.uk/instil/London_ SoTL_Conference_2010.jsp The Teaching Professor Conference: Educate, Inspire, Engage May 21-23, 2010, Cambridge, MA http://www.teachingprofessor.com/conference/ 9th Annual Lilly Conference on College and University Teaching June 3-5, 2010 Washington, DC http://lillyconferences.com/dc/default.shtml 2nd Annual International Conference on Education Technology and Computer (ICETC 2010) June 22-24 , 2010, Shanghai, China www.icetc.org 30th Annual STLHE Conference - Creative Teaching and Learning: Exploring, Shaping, Knowing June 23 -26, 2009, Ryerson University and Ontario College of Art and Design, Toronto, Ontario http://www.unb.ca/stlhe/

Faculty Development Summer Institute June 26-30, 2010 University of Prince Edward Island Charlottetown, Prince Edward Island www.upei.ca/lifelonglearning/FDSInstitute International Consortium for Educational Development (ICED) June 28-30, 2010, Barcelona, Spain http://www.osds.uwa.edu.au/iced/conferences 35th International Conference: Improving University Teaching July 1-3, 2010, Washington, DC http://www.iutconference.org/index.html 2010 HERDSA Conference: Reshaping Higher Education July 6 – 9, 2010, Deakin University, Victoria, Australia http://conference.herdsa.org.au/2009/ E-Learn 2010 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education October 18-22, 2010, Orlando, Florida http://www.aace.org/conf/ ISSOTL Conference 2010 October 19-22, 2010, Liverpool, United Kingdom http://www.issotl.org/conferences.html 35th POD Conference 2010 November 3 – 7, 2010, St. Louis, Missouri http://www.podnetwork.org/conferences/ futureconferences.htm

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Other Resources The Centre for Teaching and Learning has other resources in support of teaching and learning at Queen’s. The Teaching More Student Series is featured below, however, a complete listing of our publications (including our popular Preparing a Teaching Dossier) may be found at: http://www.queensu.ca/ctl/resources/publications.html

Teaching More Students Series

The Teaching More Students series is a set of short handbooks and accompanying workshops that focus on teaching effectively in a time of resource constraints. They were originally developed in Britain at the Oxford Centre for Staff Development, and are thought to be the most popular workshops ever offered on university teaching in the UK, where the sessions were given at universities throughout Britain and attracted record attendances by thousands of faculty. The series has been adapted for use in Canada by the staff of the Queen’s University Centre for Teaching and Learning, which purchased exclusive Canadian rights to the materials. The booklets are available for loan from our library, or may be purchased for $12 each or $80 for the complete set. Eight adaptations are available so far: 1. Teaching More Students: Problems and Strategies 2. Lecturing with More Students 3. Discussion with More Students 4. Assessing More Students

5. Independent Learning with More Students 6. Course Design for More Students 7. Labs and Practicals with More Students and Fewer Resources 8. Supervising Graduate Students

Handbooks are about 50 pages in length and each provides an introduction to the topic, case studies, practical exercises, and a bibliography.

Teaching and Learning at Queen’s is published by the: Centre for Teaching and Learning, Queen’s University, Kingston, Ontario K7L 3N6 Phone: 613-533-6428 Fax: 613-533-6735 Email: ctl@queensu.ca Web: www.queensu.ca/ctl/ Editor: Joy Mighty Designer: Sandra Murray and Brandy Manone

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