VOLUME 5 ISSUE 2
SPRING 2014
The Student Experience: Supporting Student Success IN THIS ISSUE The Success Centre Fostering student success Supporting Students in Second Language Learning
The Student Success Centre By Joaquim Camps, Student Success Centre, Salmon Arm Campus
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actions that “teachers” or “faculty” need students sitting around one of our tables
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to take; however, in her discussion she
makes it clear that learning centres can students and with the tutor. Students frealso play an important role. Upon exam- quently comment that they feel welcome by 2
As the coordinator of the Student Success Centre at the Salmon Arm campus, I am one of the many Okana-
What is Success?
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gan College employees who work to support student success. Okanagan College supports student learning in a number of ways; such as, promoting
Importance 3 of Faculty Involvement in Orientation Events
the use of learner-centred instruction
Aboriginal Access & Services
pleted this program, and doing so has
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(LCI), and offering a Learner-Centred Instruction Certificate program for college faculty and staff. I recently comlead me to a reflection of how the staff at a learning centre can and do con-
Supporting 5 Student Suc cess: What do Students Think? Disabilities Services
discussing their assignments with other
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tribute to the implementation of LCI. Learner-centred instruction helps learners become the main force behind their own learning in an environment that promotes cooperation and intellectual exploration. The main facil-
Admissions 6 Process Mindfulness 7 in the Classroom Conferences & ILT Programs
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Contact ILT
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itators of this process are the instructors who interact with students in the classroom; but the staff members of learning centres also play an important role in the use of LCI to help students achieve their academic goals. Weimer (2013) presents the seven basic principles that guide the implementation of LCI. These form a list of
ination of these principles, it appears
the tutors and are comfortable working with
that six of the seven can be implement- them. ed by the tutors at a learning centre (the
Learner-centred instruction helps learners become the main force instructional design). behind their own learning in an environment that promotes cooperWeimer’s Principles 1 and 2 read as ation and intellectual exploration. follows: “Teachers let students do more exception being a principle related to
learning tasks” and “Teachers do less
At first sight it would appear that Principle
telling so that students can do more
7 “Faculty use evaluation to promote learn-
discovering.” These processes are es-
ing” would not apply to learning centres,
sential components of our work at the
since the tutors there do not give tests to
learning centre. A math tutor lets stu-
students. This principle includes the role of
dents work on their problems and
feedback, however, and students do receive
guides them when they need help rather constructive feedback from tutors and each than leading the process. An English tutor listens carefully and asks ques-
other at the learning centre. In sum, based on Maryellen Weimer’s
tions in order to help the students clarify work, six of the seven principles of learnerand develop their own ideas. Weimer’s Principle 4 states that
centred instruction are at work in the learning centres of Okanagan College.
“Faculty do more to explicitly model how (See Barnstable (2013) for an explanation experts learn.” At the learning centre we can show students how a writer goes about writing an essay or how a mathe-
of why LCI matters.) References
Barnstable, K. (2013). Does learnercentred instruction matter? Enhancing the ples 5 and 6 indicate that “Faculty en- Practice of Learning and Teaching, 4(2), 3. courage students to learn from and with http://www.okanagan.bc.ca/Assets/ Departments+(Administration)/ILT/ each other” and “Faculty and students ILT+Newsletter+(4$!2c2).pdf work to create climates for learning.” It Weimer, M. (2013). Learner-centered is common to see a group of science teaching. San Francisco, CA: Jossey-Bass. matician figures out a problem. Princi-
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Fostering Student Success By Matthew Knegt, BUAD Student, Kelowna Campus Defining student success is difficult. Apart from common benchmarks, it is likely that underneath a broad definition of success also lies a personal definition such as uniquely formulated and deeply held goals or ambitions. For example, a young student might aim to achieve the dean’s list and to minimize stuttering when public speaking in class. She might not articulate the stuttering goal to anyone, but will measure her success by it. It is this individual uniqueness that makes student success challenging to define. Regardless of its definition, certain steps can be taken to help create a classroom environment that fosters its achievement. Yes— student success is the sole responsibility of the student, as any goal is to its owner. However, a classroom culture with the right ingredients can help equip and motivate students in its pursuit. A few ideas to help create a success-infused culture are listed below.
Encourage Students to Set Goals Before success can be obtained, it must first be defined. This provides a great opportunity for faculty to create an atmosphere that stimulates discussion and thought on this topic. Whether at the beginning of a term or occasionally throughout, such discussions could benefit a classroom in a number of ways. First, conversation centered on success and goal setting could potentially help students—for the first time—discover and articulate what they want to achieve. Second, it could be a source of inspiration for students to hear other students, and even faculty, share their insights. Lastly, it could simply be a reminder of the importance of goal setting. Encourage Students to Discover Learning Styles To be successful in an education context, it is very helpful to be aware of learning styles. Akin to goal setting, this provides a great opportunity for faculty to intentionally create an environment of discussion and awareness around learning styles. It also provides faculty the opportunity to practically equip students
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Student success is hard to define, but steps can be taken to build a success-infused classroom and encourage its probability. by pointing them to various resources and methods, such as the VAK model (visual, auditory, kinesthetic). For example, if a student struggles with grasping a concept via a lecture (auditory), but discovers that he can understand the concept by reading the textbook (visual), he has not only won a momentary battle but is also potentially better equipped for future classroom success. Encourage Communication In terms of student success, an open and question-friendly classroom culture can make it easier for students to ask potentially difficult questions, to express ideas that would otherwise be left unspoken, or to encourage the offering of positive feedback to peers. Faculty can help build and promote this type of culture by providing space for students to talk or intentionally asking students to speak up and facilitating dialogue around their comments.
Supporting Student Success in Second Language Learning
Given the above, it is obvious that there has been a considerable shift tostudents learned grammatical structures and ward supporting student success since practiced manipulating them in translations the heyday of the Grammar Translation into and from the mother tongue. Supporting Method. This shift is entirely consistent student success as we with the changes that know it today did not exist. Today a more liberal and have occurred in the To succeed a student did as democratic approach is widely broader context of eduused in language training; directed by the teacher. cation since then. For Today a more liberal and namely, the Communicative example, the notion democratic approach is Approach. that knowledge is the widely used in language product of an active training; namely, the Communicative Approach. process of inquiry and problem-solving Its distinguishing characteristics are that it is (John Dewey) combined with the idea that learner-centered and very much concerned with true education is the development of the needs of the student. It does not propose a learning abilities, such as the capacity to specific methodology but draws on different think clearly and creatively (Lev Vygotsky), currents of thought thereby encouraging experi- has led, along with other notions, to the mentation and creativity on the part of the development of curricula that promotes teacher. It allows the student to take full recritical thinking, independence of mind, sponsibility for learning, and it encourages the and collaborative learning. With respect teacher to facilitate rather than direct the learn- to second-language learning, this has led ing process. It favours an implicit and nonto programs such as the Communicative analytical approach to grammar and does not Approach where students learn to maniprequire perfection of the student in using the ulate language structures, both in group target language. What matters is that the stuand individual activities, thus gradually dent be able to get his or her message across developing the ability to use the lanin the second language. guage.
By Fred Van Winckel, General Interest French Language Courses for Continuing Studies The paramount goal of educators everywhere is that their students succeed and that their skills as teachers play a significant part in supporting that success. Student success, therefore, is intimately related to teacher success. Indeed it can be said that student success and teacher success are to each other like the faces of a coin. They exist together, the one informing the other. The most important contribution of teachers in support of student success is the curriculum they create. In the field of adult second-language education—which is the field in which I work—this has meant the development of different teaching methods on the one hand, and different views of the teacher-student relationship on the other. For example, if we rolled back time to the 19th century, we would find a situation where the teacher was at the center of things and the student was subordinate to the teacher. The Grammar Translation Method prevailed then and the focus was on the written word. Through this method,
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What is Success? An Interview with Mag Evans Student Success Centre Coordinator for Writing and English, Vernon Campus What is success? Success is a slippery thing—it is very hard to define or pick one definition because success means different things to different people. For example, success might mean making a lot of money and having a big house for one person, or it might be as simple as putting food on the table. It might mean working up the courage to walk in the college door for the first time or simply asking for help or knowing when help is needed. For others success might mean getting the almighty “A.” How can the word success be applied to students? My role is to help students be successful in whatever way I can. For some it might be to encourage students in a writing style that is already fairly polished. Or to help them determine the best word choice or best punctuation. Or to read over an assignment sheet so they can actually put together an assignment that meets the requirements laid out on that assignment sheet. Sometimes helping a student be successful is just sitting and listening and letting the student talk about whatever is preventing them from feeling successful. For many of our students it is getting good grades. Some students are not satisfied with 88% they want over 90% on that essay.
What are the pros and cons of helping students be successful? A definite pro is when a student says, “Oh My God, that makes so much more sense now!” For me, I have been successful in helping that student when they have that “Ah Ha” moment (I don’t like that expression—but that’s what it is!). Also when students come back on a regular basis and tell me they feel more confident, they are getting better marks, they feel better equipped to work on assignments, and they understand the requirements for the assignments.
Success means different things to different people. A downside is when a student forms a dependency on me. I then have to work quite hard to persuade them that the skills they have learned or perfected will stand in good stead in the future, and they can be independent—that they don’t need my help on a regular basis. Some students don’t seem able to be independent, and that can create a bit of an issue. I then have to approach helping them from a different perspective. Another challenge is when it’s obvious a student cannot be successful if they stay on a particular pathway. Having the courage to say, “If you carry on this
The Importance of Faculty Involvement in Orientation Events By Carlyn Young, Student Information AsOrientation week at Okanagan College is a period of transition for first-year college students. For many, this will be their first time away from home, family, and friends. Orientation events help ease that transition and are critical for students in making friends, learning about resources available to them at school and in their community, and helping make the college their home for the next two to four years. In addition to academic and professional growth, college is a time for social growth. Fun campus activities, such as orientation, enhance their college experience and leave them with positive memories which will increase the odds of them returning the following year and continuing to complete their education at Okanagan College. The goal of the orientation week organizing committee at the Kelowna campus is to create a welcoming and positive space for students entering the college and provide infor-
mation that will help prepare them for a successful college career. Faculty interaction on this first day through program orientation sessions provides students with information about their disciplines, the careers related to that discipline, and also gives them a sense of what to expect during their time at the college. Research shows that faculty involvement is critical to helping students establish and maintain a connection with the college and ultimately increases student retention. This year the committee hopes to expand orientation to include other activities during that first week to two weeks students are being welcomed to our campus. Faculty involvement and support for these initiatives are imperative in achieving the four goals of orientation at the Kelowna campus: ● Provide students with a great first experience on campus.
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way you will not be successful. But I can help you find resources that will give you the foundational skills you need to be successful if you move over to a different path.” That can be very difficult sometimes. Success and Learner Centeredness… What is that? At OC we adhere to a learner-centered philosophy. A colleague shared the following: He regularly alters course material and adjusts it to help students understand more clearly. Sometimes he changes the point not only partway through the semester, but partway through a lesson so that he can help the students understand more easily simply by being flexible. Success rests on a certain degree of flexibility, and if we can be flexible in our approach to the students then the students will have a more successful learnercentred experience. (Interview transcribed by Karen Friesen, Vernon Campus Library)
Research shows that faculty involvement is critical to helping students establish and maintain a connection with the college and ultimately increases student retention. ● Assist with increasing retention rates at Okanagan College. ● Familiarize students with their campus and the resources available to help them become a successful student. ● Help students make a new friend. Proven positive outcomes of a successful orientation include student retention, academic achievement, critical thinking, satisfaction with faculty, and overall satisfaction with the college. We would welcome your input and involvement in orientation events in Kelowna for this coming September 2014. If you are interested in learning how you can get involved, please email Carlyn Young at cyoung@okanagan.bc.ca.
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Aboriginal Access and Services: Supporting Aboriginal Learners By Gail Smith, Aboriginal Transitions Planner, Central Okanagan Region Roger William, and Chief Percy Guichon of the
for the B.C. Treaty Commission and spo-
Tsilhqot’in Nation Government spoke at Oka-
ken out on behalf of her community on
nagan College about the Tsilhqot’in fight to
racism, residential schools, and on the
protect Teztan Biny.
environmental and social threats of miner-
● On January 28, Aboriginal Access and Ser-
al resources exploitation in her region.
vices' Gail Smith and Aboriginal Peer Mentor
“Sellars was inspiring and delivered a
Tina Miller collaborated with Okanagan Col-
powerful message to students,” said Gail
lege Faculty Association’s Norah Bowman-
Smith, Aboriginal Transitions Planner.
Okanagan College’s Aboriginal Access and Broz to organize an Idle No More Teach-In. The Idle No More movement called upon its Services Department supports Aboriginal
“She said that while you may face hardships when you are obtaining your educa-
learners interested in applying to and study-
supporters to organize local teach-ins to dis-
tion, it’s by overcoming obstacles that you
ing at Okanagan College. Aboriginal Access
cuss the movement, the First Nation Educa-
become real winners.”
and Services strives to enhance students’
tion Act, and the broader Termination Plan
educational experiences at Okanagan Col-
that it represents.
the group about their journeys at Okana-
lege by providing culturally relevant support
● On February 14, in collaboration with Oka-
gan College: Courtney Campbell, Bachelor
including the following: Aboriginal Services
nagan College’s Golden Day of Service, Aborig-
of Business Administration, Ashley Maas,
Coordinator, Aboriginal Transitions Planners
inal Access and Services, faculty, students,
Bachelor of Business Administration, and
at each of the regional campuses, and Abo-
and community members organized an event
Terrena Buck, Associate of Arts degree.
riginal Peer Mentors. Also we provide host-
honouring the Missing and Murdered Indige-
ing for cultural events; course planning; con-
nous Women in Canada.
ognized for the support they give students
necting students with employment, commu-
● The fifth annual Aboriginal Student Recogni-
and their participation in the Idle No More
nity, and awards information; and student
tion Celebration took place on March 22 in the
Teach In that was held at the Kelowna
services referrals. There are Aboriginal Stu-
Lecture Theatre at the Kelowna campus. Ap-
Campus on January 28. Coralee designed
dent Centres at each regional campus that
proximately 130 people attended the event.
the artwork and Tina was instrumental in
offer students a place to study, relax, con-
The afternoon program opened with a pray-
Three graduating students addressed
Coralee Miller and Tina Miller were rec-
getting staff, students, faculty, and com-
er and welcome from Elder Grouse Barnes
munity members involved in the event.
computer, or receive support from Aboriginal from Westbank First Nation. Jim Barmby, Okanagan College Regional Access and Services staff members. The
Both students have been invited to the
verse with other Aboriginal students, use a
2014 President’s Dinner for Student Ambassadors on March 27.
department strives to help students over-
Dean of the Shuswap-Revelstoke region,
come any hurdles they are experiencing in
spoke to the students about the importance of
reaching their educational goals.
getting an education and congratulated them
reception with light refreshments and Indi-
on their achievements.
an Tacos.
Over this past year, the Aboriginal Access and Services Department has collaborated
The program included a performance by the
After the ceremony, attendees enjoyed a
A total of 30 students were recognized
with faculty and students on a variety of cul-
award-winning Akachuk family hoop dancers
at the event.
tural events. The department has incorpo-
and the keynote speaker was author and
rated student-centered learning through
Chief of the Soda Creek Indian Band, Bev
To keep informed of future events, please visit our Facebook Page:
supporting and implementing events that
Sellars.
students have initiated and led. A few of the
Sellars recently won the 2014 George Ryga
recent events the department has been in-
Award for her book They Called Me Number
volved in are as follows:
One about her experiences in the residential
● On January 16, Chief Joe Alphonse, Chief
school system. Sellars has served as advisor
https://www.facebook.com/pages/ Okanagan-College-Aboriginal-AccessServices-Kelowna/208452309305506 or talk to an Aboriginal Access and Services staff member at one of our campuses in Kelowna, Penticton, Vernon or Salmon.
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INSTITUTE FOR LEARNING AND TEACHING
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While I fully support any attempt to improve To support student learning, [Cox and Yearwood] contend, a college teachinstructional approaches, to create lessons er’s role is multifaceted: at times a which are more engaging, to aspire to be betBy Carl Doige, Chemistry Department ter facilitators of learning, Cox and Yearwood’s teacher will need to be the sage and at other times the motivator, the role article prompted me to wonder if sometimes In a recent model, the story teller and the mentor. article entitled our pursuit of best practice in a technical “In Defense of sense, may result in us losing sight of the core of their feedback was about how an into being a supportive teacher. Teaching” in structor designs learning opportunities, Given the theme of this issue of the ILT The Teaching most of it was related to how a teacher Professor, Cox newsletter, I thought it would be helpful to relates to them at a personal level. As in and Yearwood gather data from my own first-year students any human interaction, the students are concerning their view on how a teacher can (2013) make looking to have their struggles validated the case that college teachers are more than support student success. Based on an inforand supported by a caring and friendly mal but anonymous survey, the students’ rejust instructional designers and choreografellow human being. In evaluating whether phers of learning experiences. Their article is sponses can essentially be summarized in they felt supported, the students seemed in response to the current educational dogma four lines. A teacher can support student less concerned about whether an instrucsuccess by: which asserts that the classroom (or online) tor uses the latest educational tools and ●Being available in and out of class to answer experience should be exclusively about stumore about whether the teacher smiles dents learning and not about teachers teach- questions in a non-judgmental and supportive and is genuinely happy to assist them with way. ing. Cox and Yearwood acknowledge the imtheir questions. As one student wrote: “I portance of research-based best practice and ●Structuring multiple opportunities for stuthink an instructor is supporting success if that student-centered approaches are integral dents to receive feedback on their learning they are always available to help you when through low-stakes assignments, to student success. But they also warn that they can and (if they) greet you with a the exclusive focus of the educator as a “guide online practice, and through the availability of smile”. practice tests. on the side” diminishes some of the other May we all find ways to promote best important roles a teacher may have. To sup- ●Encouraging students to be self-reflective, to practice and support the needs of our stuport student learning, they contend, a college do their best, and to seek help when required. dents so that ultimately they may be suc●Designing lessons that are clear and underteacher’s role is multifaceted: at times a cessful in their endeavors. teacher will need to be the sage and at other standable. In reading the student comments, I found times the motivator, the role model, the story Reference myself opening to a simple clarity about the Cox, J.R and Yearwood, D. (2013) In Defense of teller, and the mentor. practice of learning and teaching. While some Teaching, The Teaching Professor, 27 (1), 4.
Supporting Student Success What do Students Think?
http://www.okanagan.bc.ca/
The Student Experience: Supporting Student Success Okanagan College Student Services http://www.okanagan.bc.ca/ Student_Services.html
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The Student Experience: Supporting Student Success from a Disability Services Perspective By Amanda Pope, Disabilities Services, Vernon Campus Having just attended a seminar on the topic of the “Duty to Accommodate” within the postsecondary sector, it is timely to write about supporting student success from a Disability Services perspective. Human Rights Lawyer Patrick GilliganHackett eloquently outlined some important reminders in the daylong seminar. I will share three key points that I took away from the presentation. The first point is that not only do we accommodate students who have disabilities because we are an inclusive organization, it is also a legal obligation. All students including those who have disabilities have the right to equal access to services under the BC Human Rights Code (Section 8[1]). This means, that a student with a disability who meets the entrance requirements of a program has the right to equal access to full participation in that program as would any other student. It is then the responsibility of the college, in collaboration with the student, to provide accommodation to allow for this full participation. This is where Disability Services comes in. Disability Services coordinators are the key contacts in the process of implementing accommodations. They help
students to gain access to grant funding to support the students’ required accommodations, they approve appropriate accommodations in the classroom, and they liaise with instructors/professors to support the implementation of those accommodations. The second point worthy of note is that all students must meet the same academic standard regardless of any disability that they may have. This is a very important piece because the goal of disability accommodation is to give a student equal access to demonstrate that they have met the required outcome, but not to change the outcome. This can, in some situations, be a complicated distinction. It is important that the essential outcomes of a particular course or program are clearly identified in writing so that a determination can be made about what can be accommodated and what cannot based on the academic integrity of the course/program. An example of this is when a student must demonstrate a skill during a time-limited assessment. It is important to know whether the time limit is a part of the essential outcome of the course. If the time limit it is not essential to show mastery of the skill, then an accommodation for extra time can be implemented. If it is an essential outcome, then extra time could not be granted. The third point I would like to share from the presentation was Mr. Gilligan-Hackett’s
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All students including those who have disabilities have the right to equal access to services under the BC Human Rights Code (Section 8[1]). response to the common concern that if a student is accommodated during their education they may be ill-prepared to work in their chosen field after graduation. He reminds us that there is also a duty to accommodate in the workplace. Employers are required to provide accommodations to employees who have disabilities. I would also add that not all students have a goal of employment at the end of their education. As we know, many people pursue education for personal interest and fulfillment. Years ago, in a different role, I provided accommodations for a student who had a terminal illness so that he could complete training to be a professional photographer. He was well aware that he would likely never be employed in the field, but it was a goal of his to complete a postsecondary diploma. In closing I’ll share one last message from Mr. Gilligan-Hackett. He suggested that when faced with a request from a student for accommodation that postsecondary organizations should approach the request from the perspective of “How can we accommodate this?” This paves the way for an open-minded discourse that is solution focused.
Supporting Students through the Admissions Process By Heather Brown, M.A., ILT Fellow for Employees with a Non-Instructional Focus Whether you are enrolled in your final year of high school, already enrolled in a postsecondary program, or currently employed in the workforce if you are contemplating applying to one of the many exciting programs offered at Okanagan College, this will be of interest to you. We all know that there can be a certain level of anxiety and apprehension associated with taking on a new endeavor in our lives. I am hopeful that the following information will give you peace of mind as you navigate through the application and admission process.
First and foremost, and to establish a preference, review the programs that interest you most in our online calendar http:// webapps-5.okanagan.bc.ca/ok/calendar/ search.aspx. If you have questions relating to these programs, please make an appointment with an Okanagan College Program Advisor who will be able to guide you through the program pre-requisites and application process. When applying to any of the programs at Okanagan College, applicants are required to submit a $30 non-refundable application
fee. This application fee allows an applicant to apply to a maximum of three programs without further cost. Several programs offered at Okanagan College have a limited capacity. By applying early you can increase your chances of being accepted. We encourage applicants to apply to the program(s) of most interest (continued on bottom of next page…)
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Mindfulness in the classroom begins with you
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merous other ways to practice mindful
By Derrick Doige, M.Ed , CCC, Counselling Services, Vernon Campus and even ten minutes a day can produce Mindfulness, perhaps best defined by Jon KabatZinn (1994) “means paying attention in a particular way; on purpose, in the present moment, and nonjudgmentally.” Several recent studies have found that students who meditate or have a regular mindfulness practice are better able to focus, have improved cognitive functioning, and retain more information than students who do not (Paul, Elam & Verhulst 2007; Ramsburg & Youmans 2013, Shapiro, Brown & Astin 2011). This should not be a surprise considering the reported benefits of a mindfulness practice for people in other areas of their life (reduced stress and pain, improved selfregulation, health and relationships, KabatZinn 2005). What better way to promote mindfulness for students than to have professors incorporate mindfulness-based activities in their classes and model the benefits of their own practice. Meiklejohn, et al., (2012) who highlight the suggested benefits of mindfulness training in K-12 education, provide research-
noticeable changes. based evidence that a mindfulness practice While it can definitely be helpful to join a can foster resilience in educators as well as weekly meditation or yoga group at the students. beginning, there are numerous online reWhile just about everyone knows that medi- sources for students and educators alike tating or practicing mindfulness is good for that make establishing a regular mindfulyou, many people, not withstanding students, ness practice much easier than ever befind it difficult to incorporate a regular practice fore. For mindfulness practice, google into their busy schedules. Perhaps this is anything by Jon because there are many Kabat-Zinn or Jack What better way to promote misconceptions about how to mindfulness for students than Kornfield to get practice mindfulness. Or mayto have professors incorporate started. For yoga, be we just simply forget or mindfulness-based activities in feel too tired. After many years of an on and off again their classes and model the sitting meditation practice, I benefits of their own practice. finally discovered yoga www.doyogawithme.com has hundreds of (which is a moving meditation), and I rarely free high quality videos. Even miss a day of practice now. In addition to the smartphones can be mindful (does that benefits of stretching muscles that were sound like an oxymoron?) and two of my abused from too many years of playing goalie, favorite apps are Mindshift from yoga has helped me reconnect to my entire www.anxietybc.com and Stop, Breathe & body. It has also helped me learn how to Think from www.toolsforpeace.org. If you come back to my breath whenever I feel have some favorite “mindfulness” sites or stressed, and many friends have told me that I apps, please let me know at appear more relaxed and happier than ever ddoige@okanagan.bc.ca . Namaste. before. If yoga isn’t your thing, there are nu-
References Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. Hyperion. Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. Hyperion. Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., et al. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness. doi:10.1007/s12671-012-0094-5. Shapiro, S. L., Brown, K. W., & Astin, J. (2011). Toward the integration of meditation into higher education: A review of research evidence. Teachers College Record, 113(3), 493-528. Paul, G., Elam, B., & Verhulst, S. J. (2007). A longitudinal study of students' perceptions of using deep breathing meditation to reduce testing stresses. Teaching and learning in medicine, 19(3), 287-292.
Supporting Students through the Admissions Process (continued from previous page) to them. Please note: If an applicant does not pay the required application fee within a week of applying, their application(s) will be cancelled. Once your application (and application fee) is received in the admission office, one of our knowledgeable staff will assess the application and send you a letter to inform you of the next step in the admission process. If you are concerned that you do not meet the academic requirements of the program you have applied to, please contact the admission staff member responsible for that program in order to discuss what options may be available to you to ensure you register and complete
the required pre-requisite courses within a specific timeframe. The key to ensuring that your application is processed seamlessly is to pay close attention to all deadlines. If you are unable to meet a specific deadline, please contact the admission staff member responsible for that program to discuss alternate arrangements. Remember, the staff in the admissions office is here to support you as you proceed through the admission process at Okanagan College.
Admissions http://www.okanagan.bc.ca/ BecomeaStudent/Admissions.html
We all know that there can be a certain level of anxiety and apprehension associated with taking on a new endeavor in our lives... Remember, the staff in the Admissions Office is all here to support you as you proceed through the admission process at Okanagan College.
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Winter 2014
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LEARNING & TEACHING CONFERENCES AND ILT EDUCATIONAL PROGRAMS LEARNNG AND TEACHING CONFERENCES May 7-8, 2014 10th Annual Learning Conference Reflecting on Scholarly Approaches Kelowna, British Columbia UBC Okanagan Campus http://www.ubc.ca/okanagan/ctl/conference/register June 19 -20, 2014 CanFlip14 http://www.canflip.ca/ The goal of CanFlip14 is to bring passionate educators together to discuss 21st century teaching and learning techniques including, but not limited to, the Flipped Classroom. CanFlip14 is co-sponsored by the Institute for Learning and Teaching, and will be held at the Kelowna campus of Okanagan College. If you are interested in registering, please contact Rosalind Warner at rowarner@okanagan.bc.ca. June 27-28, 2014 ASCD Conference on Teaching Excellence Dallas, Texas http://ascd.org/conference-on-teaching-excellence.aspx?gclid=CK2HjOeItr0CFQqCfgodFb8ACw Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is the global leader in developing and delivering innovative programs, products, and services that empower educators to support the success of each learner. Comprising 140,000 members—superintendents, principals, teachers, professors, and advocates from more than 138 countries—the ASCD community also includes 56 affiliate organizations. The nonprofit's diverse, nonpartisan membership is its greatest strength, projecting a powerful, unified voice to decision makers around the world. The association provides expert and innovative solutions in professional development, capacity building, and educational leadership essential to the way educators learn, teach, and lead. L E A R N I N G A N D T E A C H I N G C O N F E R E N C E D IR E C T OR IE S CETL maintains one of the most comprehensive directories of teaching conferences and their sponsor ing organizations. Upcoming conferences are listed chronologically. Click on the links to visit the home page for the conference or its sponsoring organization. Each conference listing also includes links to similar conferences based on Discipline or Topic in Higher Education. Kennesaw University. Teaching Conferences Directory http://cetl.kennesaw.edu/teaching-conferences-directory For more information on other learning and teaching conferences please go to the ILT Events page at the ILT Website : http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Events.html I L T E D U C A TI O N A L P R O GRA M S ( L C I C , S L C O ) For information on the ILT education programs (Learner Centred Instructor Certificate (LCIC) program and Service & Support in a Learner Centred Organization (SLCO) please go to: http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Educational_Programs.html
ILT INFO LINKS ILT Website ILT Mission Statement ILT Fellows ILT Educational Programs ILT Newsletter ILT Resource LibGuide
http://www.okanagan.bc.ca/ilt http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Mission_Statement.html http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Meet_the_Fellows.html http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Educational_Programs.html http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html http://libguides.okanagan.bc.ca/ILT
ILT NEWSLETTER CONTACTS As part of its mandate to support dialogue amongst peers and to enhance the practice of learning and teaching the ILT publishes three issues of its newsletter a year (Winter, Spring, and Fall). All employees of Okanagan College are encouraged to contribute. Thank you to each of the authors for your valuable contribution to this issue of Enhancing the Practice of Learning and Teaching! The thought, expertise, and time that has gone into creating the end product is appreciated. Theme topics for the fall newsletter are under consideration. We will keep you posted! ILT Newsletter production team: Managing Editors: Darrell Skinner dskinner@okanagan.bc.ca and Carl Doige Cdoige@okanagan.bc.ca Copy Editor + Distribution: Michael Orwick MOrwick@okanagan.bc.ca (Articles are submitted to Michael Orwick for editing) Design/Layout Editor and Newsletter Committee Chair: Jennifer Sigalet Jsigalet@okanagan.bc.ca For more information please see the ILT newsletter website below: http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html
www.okanagan.bc.ca/ilt