Diana Hopkins-Rosseel, School of Rehabilitation Therapy
In collaboration with Paul Kasden, IBL-Internet Business Logic Inc., Alice Aiken, School of Rehabilitation Therapy, and Sarah Wickett and Matthew Thomas, Bracken Library, Diana Hopkins-Rosseel introduced an innovative teaching and learning strategy into the physical therapy curriculum by integrating a novel patient/client management software platform, IBL Clinic Server, across several courses in the curriculum. This program aims to improve the students’ written patient/client documentation skills, provide a platform for problem-based learning activities, promote future best practices through evidence-based client management, and expose students to current and diverse information technology rehabilitation. After completing an online tutorial, students documented their interaction with a volunteer at the Clinical Education Centre, and then compared their entries to other students who had interviewed the same volunteer as a peer learning method. Student response to the new technology has been positive. They have recommended that it be used in the curriculum on an ongoing basis.
Sidney Eve Matrix, Department of Film and Media
The objective of this project is to enhance the student learning experience by designing stimulating multimedia lectures using award-winning advertisements from around the world. Grant funding allowed Professor Matrix to pay for a subscription and licence to a corporate advertising database (Adforum), and to pay for staffing costs to hire an undergraduate research assistance. This new course was a huge success. The retention rate was extremely high: of the 290 students who registered, 283 finished the course. USAT feedback indicated that students rated the course at 4.8 on a five-point scale in terms of excellence, and 55% of them specifically mentioned the multimedia lectures and use of visuals as particularly enjoyable and interesting. Final grades were higher than expected with a mean of 77% and students commented that the visual examples helped them when recalling content at exam time. Students were so engaged in the classes that the average attendance rate was 86% per class. Professor Matrix was nominated for two teaching awards.
Cynthia Levine-Rasky, Sociology
In an effort to engage students deeply in the topic of Race and Ethnic Relations (now called Race and Racialization), Professor Levine-Rasky created a poster component to her course. Students were assigned topics about which they had to develop a visual presentation of research for display to the Queen’s Community, the media, and the public. Following a hands-on training workshop for the students, the posters were designed and laid out electronically with PowerPoint and printed professionally. Topics included Phillippe Rushton and pseudo-scientific racism, white supremacist groups, Somalis in Canada, Filipino domestic workers, the 1907 Vancouver Race Riot, Muslim women, Roma in Canada, Aboriginal residential schools, the Sleeping Car Porter Union, racism in the criminal justice system, affirmative action policy and critical whiteness studies. Space was then booked in the John Deutsch University Centre, and invitations were issued across the university and to the general public. Guests were invited to view the students’ work, engage in discussion, and write comments about the event. The benefits for students were evident in the skills acquired including the ability to synthesize research to key textual and visual components. The event also instilled in the students a greater sense of social responsibility.
Lindsay Davidson, Orthopaedic Surgery; A Szulewski, School of Medicine; Elaine van Melle, Health Science Education; and David Pichora, Orthopaedic Surgery
Moving to a more student-centred learning approach, this team of educators hired a group of three students to develop content, based on existing surgical clerkship seminars in the Queen’s MD program. Modules were developed around a series of authentic clinical cases (such as Acute Hand Problems, Blood Transfusion, Skin Cancer, Common Eye Problems seen in the Emergency Room and Fluids and Electrolytes). Each was designed to explore some of the learning objectives described at the outset. Multimedia enhancements including photographs, illustrations and reproductions of imaging studies were included in the cases. Formative assessment with embedded feedback was included in each module as multiple choice and short answer questions, allowing students to assess their knowledge as they progressed through the module. Surgical clerks who worked through the modules and then completed a content-based quiz, scored 1.15 marks (out of 10) higher than the clerks who had attended the didactic seminar and completed the quiz. Focus groups revealed that the modules provided a consistent, accessible and flexible learning environment.