Teaching and Learning at Queen's Winter 2010

Teaching and Learning at Queen’s

A publication of the Centre for Teaching and Learning Winter 2010

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From the Director

A 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 follow-up 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

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

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

2009 Teaching Awards Reception

Different Perspectives

Queen’s New Grading System

From Wandering to Understanding: The Role of graduate students in mentoring information literacy

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

Suggested Readings

Upcoming Conferences

Other Resources

In this Issue

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Teaching and Learning at Queen’s Winter 2010

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Joy Mighty is Director of the Centre for Teaching and Learning, and is cross-appointed as Professor to the School of Business.

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

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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.


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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

help genres, which do not take sufficient account of systemic reasons for our lack of time, or time management literature, which commends multi-tasking, offering techniques for doing more. Pedagogical literature emphasises the importance of self-assessment in the development of effective teaching. In The Resilient Practitioner, Thomas Skovholt argues that reflecting on our classroom experiences is essential to professional development. Skovholt adds that “If one is so busy doing, there is no chance to be. Yet, it is the being that produces the chance to learn” (p. 28). Unfortunately, he does not offer a solution to the problem of lack of time.

We have found in our conversations with colleagues and students that they

I 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-

frequently feel overwhelmed with work, a perception which has increased in the last two decades. Yet the institution has been reticent in acknowledging stress. This attitude, rooted in romantic notions of scholarly individualism, is beginning to be challenged. The 2007 Canadian Association for University Teachers’ (CAUT)first-ever national survey on occupational stress documents

that “overall stress levels of academic staff are very high.” Greg Allain’s President’s Column in a recent CAUT Bulletin draws our attention to the changes in

the academic profession since the 1980s (such as the rise in student/staff ratios and the increase in non tenure-track labour) which have produced high levels of stress among professors. Perceptions of time play a pivotal role in stress.

We have found in our conversations with

colleagues and students that they frequently feel overwhelmed with work, a perception which has

increased in the last two decades.


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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? Have you found ways to counteract speed? Please contact Maggie Berg at [email protected].


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

and former members of the steering committees. A group of eager undergraduates was seated

at the speaker table waiting for their chance to present their inquiry work, the first in a series of themed interdisciplinary sessions for the week. The holograms for Race and Racialization, Culture and Identity, and Food and Energy Security inquiry modules were projecting near the entrance enticing students, staff and faculty to Speaker’s Corner. “I hope they ordered enough snacks” I whispered to Jackie as the crowd grew….

So perhaps I am letting my imagination get away with me with this “pre-flection”…. Being named

“Jackie, Susan - isn’t this amazing? The 25th anniversary of Inquiry@Queen’s!” I said

as I wheeled up to the front row of chairs in Speaker’s Corner in Stauffer Library. The principal and vice-principals academic and research, all Queen’s and Inquiry@Queen’s alumni, were assembling near the podium. The Chair of the Inquiry@Queen’s Steering committee was making his way to the front of the room, welcoming the grandchildren of the first and anonymous donors to the initiative and greeting I@Q alums

Learning by inquiry is appropriate for many

disciplines. For faculty who wish to explore this

method of helping students learn, inquiry-based

learning can range in scope from being a single

assignment within a course to being the entire course.

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


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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.

Learning by inquiry is appropriate for many disciplines. For faculty who wish to explore this method of helping students learn, inquiry-based learning can range in scope from being a single assignment within a course to being the entire course. For example, in my own courses I use a combination of guided and open-ended inquiry and traditional teaching. Guided inquiry can mean asking students to explore primary sources of information on a particular topic with a specific assignment or inviting students to choose articles and topics for discussion groups. Completely open-ended inquiry prescribes only the process and the general theme. Last spring, as my chair was winding down, two research assistants working with me interviewed faculty we knew to be interested in inquiry learning. The results showed that a number of Queen’s faculty in both


Arts and Science and Applied Science employ a spectrum of exciting inquiry-based activities. These activities are course- and instructor-specific, 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 through the lens of their own discipline. Each instructor would devise an activity and assessment scheme for students to produce something – a poster, a poem, a play, a post

– that could be shared across the students and their disciplines. Perhaps that sharing would take place in person, or perhaps electronically. Students would have the opportunity to engage with other students around their disciplinary take on the theme. Faculty would be able to discuss and debate and share these experiences, and learn from each other. What might be the impact on undergraduates of such a module? I suspect that some students would be very engaged, and some would not, just as we have students who prefer to debate a topic and some who prefer to attend a lecture. However, it is an

Nearly 200 undergraduates have presented at Inquiry@

Queen’s, and countless others have participated as audience members, session

chairs, and volunteers.


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

The next question we might ask is, what does Dr. Ascough do to have such an extraordinary

impact on students? First, he has demonstrated a deep desire to be an “effective teacher” and has subsequently read literature about teaching and learning in higher

education. Reading works like Becoming a Critically Reflective Teacher (Brookfield 1995), Taxonomy of Educational Objectives: The Classification of Educational Goals (Bloom 1956), Seven Principles for Good Practice in Undergraduate Education (Chickering and Gamson 1987),

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

Dr. 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

Chancellor A. Charles Baillie Teaching Award.

What makes Dr. Ascough such an outstanding educator? Well, if you ask his students they will say that it is because of his remarkable “ability to challenge and stimulate them”. They will speak about his dedication to them, and the fact that he is “generous, patient, devoted and innovative”. He encourages them to “think for themselves and draw their own conclusions” which gives them the ability to retain “a remarkable amount relating to [their] topic”. “He has a gift of reaching students from

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


“He has a gift of reaching students from a variety of backgrounds and

levels...”


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

The Courage to Teach (Palmer 1998), Taking Learning to Task (Vella 2001) and Assessment and Learning: The ICE Approach (Young and Wilson 2000) has encouraged him to reflect, evaluate and put into practice effective teaching methodology. Ascough himself speaks of the importance of articulating clear teaching and learning goals which he breaks down into “three key aspects of learning: cognitive, practice and identity”. He is also concerned with fostering deep learning and engaging students with varying learning styles. He is a leader in the effective use of educational technology and he creates learning environments that enable interactive learning. He communicates learning goals to students with grading rubrics that he hands out to students early in the course and has high expectations for his students, which instills in them the motivation to achieve success.

While Ascough has clearly demonstrated his ability for teaching effectiveness, it takes more than this to receive a Chancellor A. Charles Baillie

Teaching Award because recipients for this award are nominated and selected by peers, not students. The recipient must also provide evidence of teaching scholarship which can be

demonstrated by sharing instructional processes with colleagues in publications, mentorship, workshop facilitation, and conducting research on teaching and Ascough has done

all of these. His impact on his colleagues, like his impact on students, began early in his career as he began giving workshops in 2002 for the Instructional Development Centre (now the Centre for Teaching and Learning) and has given dozens of other workshops at Queen’s and beyond. He has “published three peer-refereed articles on teaching and learning along with an article Learning (about) Outcomes: Objectives, outputs, goals not always easy to define” published in 2008 in the Queen’s Gazette. He has reviewed five books on teaching and learning, and has received research grants focusing on the enhancement of student learning. Ascough 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.

Ascough himself speaks of the importance

of articulating clear teaching and learning goals which he breaks down into “three key

aspets of learning: cognitive, practice and

identity”.


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

Did 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.

• 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.


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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?

• 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



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In 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

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

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

Different Perspectives


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Letter Grade Grade Points Percentage DescriptorA+ 4.0 90-100 Exceptional; significantly exceeds the highest

expectations for the assignment or course A 4.0 85-89.9 Outstanding; meets the highest standards for the

assignment or courseA- 3.7 80-84.9 Excellent; meets very high standards for the

assignment or courseB+ 3.3 77-79.9 Very good; meets high standards for the

assignment or courseB 3.0 73-76.9 Good; meets most standards for the assignment or

courseB- 2.7 70-72.9 More than adequate; shows some reasonable

command of materialC+ 2.3 67-69.9 Acceptable; meets basic standards for the

assignment or courseC 2.0 63-66.9 Acceptable; meets some of the basic standards for

the assignment or courseC- 1.7 60-62.9 Acceptable; while falling short of meeting the

basic standards for the assignment or courseD+ 1.3 57-59.9 Minimally acceptable; exceptions Graduate

Studies and MedicineD 1.0 53-56.9 Minimally acceptable; passing grade, exceptions

Graduate Studies and MedicineD- 0.7 50-52.9 Minimally acceptable; lowest passing grade,

exceptions Graduate Studies and MedicineF 0.0 0-49.9 FailureP Pass; no grade assigned

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 Queen’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.


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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 roleAs 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.

As 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

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


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The Scholarship of Teaching and Learning at Queen’s

Teaching and Learning Enhancement Grants

For 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 NursingThis 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 MedicineThe 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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Exploiting the Potential for Complex Learning in an Adult Neurorehabilitation Course for MScOT Students Michelle Villeneuve, School of Rehabilitation TherapyThe 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 video-based 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 – Hands-on Surgery Experience for Students Gabor Fichtinger, Computer ScienceThe grant helped build a novel teaching tool called Perk Station surgical navigation system and introduce it to undergraduate courses at Queen’s University.

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 OphthalmologyOne 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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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.


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-to-teach’ 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 EngineeringSkills 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.

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 Education-Boys and Girls Club Design Experiment William J. Egnatoff and Richard Reeve, Faculty of EducationThis 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 self-sustaining 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.

Engineering Service Learning for Applied Sustainability Joshua M. Pearce, Department of Mechanical and Materials EngineeringThe 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 AssociationThis initiative focused on community-based learning for seniors in affiliation with the Kingston Seniors Association (KSA), based


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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 ProgramThe 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 StudiesThis 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


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, GeographyThis 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, OntarioThrough 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


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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.”

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


Going Public: From Local to International Participation in the

Scholarship of Teaching and Learning Joy Mighty, Director, Centre for Teaching and Learning

At 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.

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.


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STLHE 2009: Between the Tides

The 29th annual conference of the Society for Teaching

and Learning in Higher Education held in June 2009 was considered an enormous success on several criteria.

Hosted by the University of New Brunswick in

beautiful Fredericton, the conference welcomed over 500 delegates from all over the world. The theme of the conference was “Between the Tides”, a metaphor for the numerous challenges currently facing Canadian post-secondary institutions, with each challenge having its own array of advantages and disadvantages, much like the ebb and flow of the tides of New Brunswick’s Bay of Fundy from which the metaphor was drawn. There are usually no easy or clear-cut solutions, nor no single course of action for dealing with such challenges, but there is often pressure by various stakeholders to move in different and often opposing directions. These differences are therefore perceived as dilemmas with win/lose solutions that are never wholly satisfying. But the conference organizers rather creatively saw the potential for dilemmas to generate rich discussions by reframing them as opportunities for clarifying complex issues and viewing them through different lenses while examining their implications for those affected by them. They therefore devised an innovative structure for the conference revolving around the concept of dilemmas.

Before the conference, organizers challenged colleagues across the country to identify a set of common and significant dilemmas for the community to explore during the conference. The four dilemmas identified were:

• Disciplinary Education versus Liberal Education

• Physical Environment versus Virtual Environment

• Curricular Learning versus Extra-curricular Learning

• Institutional/professional Autonomy versus Public Accountability

An online wiki site was established to allow participants to begin discussing the dilemmas long before they even arrived in Fredericton. The morning of the first day of the conference

was dedicated to bringing the dilemmas to life, examining their structure and impact, and exchanging ideas about the best ways of dealing with them. Dr Alex Lowy delivered the keynote address in which he introduced a 2 x 2 structured method for modeling dilemmas. Then grouped

around each of the four dilemmas, participants further explored the dilemmas, seeking to understand and resolve them. These table discussions were captured by dilemma teams that remained intact throughout the conference, synthesizing discussions about the dilemmas that took place throughout the conference.

The dilemma teams were previously identified through requests for volunteers, and they were oriented to their role during a pre-conference

...organizers rather creatively saw the potential for dilemmas to generate rich discussions by

reframing them as opportunities for clarifying complex issues and viewing them through different

lenses...


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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.

The 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

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


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

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 co-facilitated 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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Other highlights of the conference were four keynote presentations, several featured plenary sessions, and a publishing strand that included panels on “Publishing SoTL in the next Generation: How to choose a journal”, “SoTL

in Disciplinary Education Journals”, and discussions with editors and recent book authors on “the business of going public with SoTL”. The next ISSOTL conference will be held in Liverpool, England in October 2010. Visit http://www.issitl.org/conferences.html for

information on the theme and the deadline for submission of proposals.

ISSOTL signed a partnership agreement which recognizes the alignment of the mission and goals of the two organizations. This agreement acknowledges the potential for synergies between our two organizations and paves the way for collaboration on future initiatives. In addition to my signature as STLHE president, other signatories to the agreement were ISSoTL President, Jennifer Meta-Robinson; ISSoTL President-Elect, Gary Poole; and STLHE VP SoTL, Nicola Simmons. Although she was unable to attend the conference, ISSoTL VP, Canada, Elaine van Melle, was recognized as the 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.

...during the conference, with the approval of the Boards of

both organizations, STLHE and ISSOTL signed a partnership

agreement which recognizes the alignment of the mission and

goals of the two organizations.

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. Jossey-Bass. 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. McGill-Queen’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.


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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, USAhttp://academics.georgiasouthern.edu/ijsotl/conference/2010/

The London Scholarship of Teaching and Learning (SoTL) 8th International ConferenceMay 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, EngageMay 21-23, 2010, Cambridge, MAhttp://www.teachingprofessor.com/conference/

9th Annual Lilly Conference on College and University TeachingJune 3-5, 2010 Washington, DChttp://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, Spainhttp://www.osds.uwa.edu.au/iced/conferences

35th International Conference: Improving University TeachingJuly 1-3, 2010, Washington, DChttp://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 EducationOctober 18-22, 2010, Orlando, Floridahttp://www.aace.org/conf/

ISSOTL Conference 2010 October 19-22, 2010, Liverpool, United Kingdomhttp://www.issotl.org/conferences.html

35th POD Conference 2010November 3 – 7, 2010, St. Louis, Missourihttp://www.podnetwork.org/conferences/futureconferences.htm


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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: [email protected] Web: www.queensu.ca/ctl/

Editor: Joy Mighty Designer: Sandra Murray and Brandy Manone

Other Resources

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 Strategies2. Lecturing with More Students3. Discussion with More Students4. Assessing More Students

5. Independent Learning with More Students6. Course Design for More Students7. Labs and Practicals with More Students and Fewer Resources8. 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.

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

Documents

Teaching and Learning at Queen's Winter 2010