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Queen's University
 

Centre for Teaching and Learning

Past Queen's University Teaching and Learning Chairs

 

Maggie_4856.gifMaggie Berg, Ph.D, Department of English and Literature

2009 Queen's University Chair in Teaching and Learning.

"The Slow Campus"

I will use my time as Chair to write a book with my colleague Barbara Seeber (Brock University) which will extend the insights of the Slow Movement to academic life. We will explore the harmful effects of speed on teaching, learning and collegial life in general. I propose holding workshops or focus groups to identify aspects of faculty and student work stress. The book will suggest strategies to counteract a consumer model of education which propels the beliefs that time is money, more is better, and value is what can be counted.

 

 


 

Lindsay_Davidson_1.gifLindsay Davidson, M.D., M.Sc., FRCSC, Department of Surgery

2008 Queen's University Chair in Teaching and Learning

E2QUATE: Enabling Educators at Queen’s to Pursue Active Teaching Strategies and Promote Excellence

 There exists at Queen’s cross-faculty expertise in active educational techniques. The E2QUATE project will provide virtual and actual forums to document, celebrate and share this resource within the whole University community. The goal of the project will be to increase the use of active teaching strategies at Queen’s. Building on and working with existing organizations within the University, such as the Centre for Teaching and Learning, the Emerging Technologies Centre and the School of Medicine e-teaching collaborative, the E2QUATE project will actively assist teachers and Departments
interested in moving to a more engaging style of instruction.

 Go to www.adventuresinteaching.ca to join an online community for Queen's teachers interested in active teaching and learning.


Tom Russell

Tom Russell, Ph.D., Faculty of Education

2007 Queen's University Chair in Teaching and Learning
Tom Russell    

I used the position of Chair in Teaching and Learning to advance the understanding of teaching and learning in relationship to each other. Of particular interest is the development of ways for faculty to listen to students so that students’ learning responses to teaching may be used to guide the improvement of teaching and learning as a course proceeds. I anticipate developing three specific projects: (1) helping first-year students judge the quality of their learning as they adjust to the university context, (2) facilitating communication among those whose courses are offered as large lectures, and (3) creating study groups focused on linking specific teaching practices with evidence of productive learning.

Here are some resources on Improving the Quality of Student Learning at Queen's.


Vicki RemendaVicki Remenda, Ph.D., Geological Sciences and Geological Engineering

2006 Queen’s University Chair in Teaching and Learning
Vicki Remenda Ph.D. Geological Sciences and Geological Engineering 2006 Queen's University Chair in Teaching and Learning    

Inquiry@Queen’s (I@Q), a program to foster research and inquiry-based learning by undergraduate students, hosted an annual undergraduate conference in the Learning Commons, Stauffer Library. Efforts prior to the conferences were focused on building student awareness of I@Q, but in 2009 the conference targeted faculty. Information sessions about the I@Q program and how it might be incorporated into inquiry learning modules in classrooms, laboratories and tutorials were provided. In addition, the inaugural issue of the Inquiry@Queen’s: An Undergraduate Journal, launched April 4, 2008, is available at https://qspace.library.queensu.ca/handle/1974/1059. I@Q is a consortium of the Centre for Teaching and Learning, the Learning Commons, faculty, and the Alma Mater Society. For more information, go to: www.iatq.ca.


Leo JonkerLeo Jonker, Ph.D., Mathematics and Statistics

2005 Queen’s University Chair in Teaching and Learning Final Report
Leo Jonker    

Dr. Jonker has worked on several projects that draw on the principles of community-service learning and peer instruction. The pedagogy of community-service learning promotes student learning and development through participation in thoughtfully organized service experiences. One of his projects sought to create and refine courses that use a strong service component to teach mathematics and science to university students who hope to become elementary school teachers. Both as a service to local schools and as a way to motivate and facilitate learning of the course material, students are required to prepare and present, in pairs, enrichment classes in local elementary schools. Another project sought to encourage greater cooperation among instructors in first year Applied Science to help improve the experience of first year engineering students. These resulted in better coordination of curricula, especially between the physics and the calculus courses. In a related project, clickers and peer instruction were introduced in a first year calculus class and their effectiveness in generating deep conceptual learning were studied.

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