ESP Retreat

9:00-10:30am | Guest Speaker

The Human Side of Effective Collaboration
Emma Sutherland, Third Factor
The Human Side of Effective Collaboration introduces participants to the relationship between their mindsets, behaviours and results, and takes them on an interactive tour of how they can make those behaviours automatic by adopting new mindsets of curiosity and generosity. 

10:30-10:45am | Break

10:45am -12:00pm | Keynote Debrief and Networking

Generosity and Curiosity: A Keynote Community Debrief
Lauren Anstey, Centre for Teaching and Learning and Patrick McLarty, Smith School of Business
Participate in a community conversation that will expand on the keynote and offer opportunities for small group, breakout conversations.  Our conversations will explore on the themes of generosity and curiosity in our work.

Networking opportunities over the lunch hour on both days:

• Scavenger Hunt walk downtown
• Chat remotely over lunch
• Meet at Grad Club for lunch (buy your own lunch)
• Bring your lunch to eat outside MacCorry (or socially distanced in D201, if raining)

9:00 – 10:20am | Presentations Round 1 | Jason Matthew, Arts and Science Online

What happens when you put 12 educational support staff from various post-secondary institutions across Ontario in a (virtual) room, and ask them to create a course?
Jenny Stodola, Course Development, Office of Professional Development and Educational Scholarship, Faculty of Health Sciences; and Laura Shannon, Arts and Science Online, Faculty of Arts and Science
As part of the eCampus Ontario Virtual Learning Strategy (VLS) projects, we were able to collaborate with instructional designers and educational developers from multiple institutions (Queen’s University, Conestoga College, University of Waterloo, University of Toronto) to design and develop a resource on high-quality online course design and delivery. This resource was informed by a needs analysis from instructors and educational support staff across multiple colleges and universities across Ontario with the aim to make the resource as responsive as possible. As a result, we created a 4 module open educational resource published in Pressbooks that provides instructors with robust skills in online course design and development, as well as opportunities to create their own course elements. These modules address: 1) Online pedagogy; 2) Online assessment, including designing opportunities for active learning and authentic assessments; 3) User experience, content, and information design, including segmenting, course structure, organization, findability and accessibility, and 4) Fostering student engagement. Successes, challenges, and lessons learned through this exciting, yet intensive process will be discussed.

Teamwork on Teamwork
Danielle D’Souza, Julia Savage, Katie Hunt, Toni Thornton and Tyson Baker, Arts and Science Online, Faculty of Arts and Science
For the last year, we, as a team of Instructional Designers and Associates at Arts and Science Online, have worked on a teamwork project with the goal of communicating salient research on (online) group work and lessons learned in applying this research within our context at Queen’s. In this presentation, the team will briefly introduce the three groupwork-themed deliverables created to date, all designed for different audiences: (a) a guide for Instructional Designers, (b) a guide for Instructors, and (c) a support resource for students.  Participants can expect to engage with the deliverables by providing input on “sticky” groupwork problems and strategies for success that can be incorporated into these resources. Additionally, with an eye to continuous improvement and to benefit from collaborations across the university, we welcome feedback and future collaboration from participants and will present options for those interested.

Large-scale Collaboration to Develop a National, Bilingual, Competency-Based Curriculum in Response to Canada's Opioid Crisis
Joeline Lim, Lynsee Stephen, Reginald Hodge, Simran Somji, Rhonda Newhook, Faculty of Health Sciences  
Over the last several decades, Canada has been facing a growing opioid crisis, which has been exacerbated by the COVID-19 pandemic. In collaboration with the Association of Faculties of Medicine of Canada (AFMC), the Office of Professional Development and Educational Scholarship (OPDES) at Queen’s University developed bilingual, competency-based curricula for medical students, residents, and practicing physicians across Canada to ensure they are better prepared to address pain management and opioid use disorder. The curricula were developed as a large collaborative effort, with over 70 content experts and reviewers including English and Francophone physicians, residents, medical students, educators, other healthcare practitioners, persons with lived experience, equity, diversity, and inclusivity (EDI) experts, Indigenous persons, and more. Such a large-scale collaborative effort resulted in many successes, but also many challenges, such as managing a large amount of feedback, determining how to handle contradictory feedback, and ensuring timelines were met for the curriculum launch.

Introducing: The Teaching and Learning QuickCast
Michael Peters and Jonathan Legg, Educational Development Team, Faculty of Law  
The Teaching and Learning QuickCast is a new concept for a regular and ongoing video series which is being produced in-house by the Queen’s Faculty of Law Educational Development Team.   This project is designed to combine the familiar “video tutorial” model with other strategies drawn from the social media and content-creator space, as our team seeks to explore different strategies and platforms for engaging with current and new target audiences.  In this short presentation, which includes video highlights, we will discuss how this idea was catalyzed, the design thinking behind this project, show parts of project videos and invite questions and conversation.

10:20-10:35am | Break

10:35-11:50am | Presentations Round 2 | Lauren Anstey, Centre for Teaching and Learning

Plan Well Guide: The Successes and Challenges of Creating a Customized Learning Experience
Lynsee Stephens, Michelle Krezonoski, Reginald Hodge, Sonali Sheth, Office of Professional Development and Educational Scholarship, Faculty of Health Sciences
The Plan Well Guide is a serious illness planning tool for individuals between the ages of 18-80. In collaboration with the Plan Well Guide team, the Office of Professional Development and Educational Scholarship (OPDES) at Queen’s University created 16 educational modules that provide learners with a customized learning experience based on their own personal health situation. Between the two teams, collaboration occurred on many different levels and key players included a critical care doctor, product manager, web developer, graphic designer, marketing specialist, educational developer and instructional designer, instructional design assistants, and an education and user experience designer.   This unique project drove innovation, creativity, and collaboration between two teams with different expertise. The final product was a success for both teams. Many challenges were faced along the way, such as how to create customized interactions based on the individual learner, differing priorities and standards between teams, and developing modules for a wide audience with varying levels of content knowledge and familiarity with technology.

Virtual Reality Mineral Processing Plant
Michael Chabot, Engineering Teaching and Learning Team, Faculty of Engineering and Applied Science
Showcasing a fully immersive and interactive Virtual Realty mineral processing plant. You will be guided through a half kilometer space exploring key components such as a grinding circuit with large rotating mills, floatation circuit with bubbling froth, and so much more! At the end of the tour, you will take the role of a metallurgist and do an interactive ball-mill sampling procedure where you will be asked to find the ball in mill in the Virtual Reality environment and take out a bucket of slurry.

Indigenous Healthcare Education and Practice: Applying Digital Teaching and Learning Resources to the TRC’s Calls to Action
Jennifer Turnnidge, Nicholas Cofie, Amber Hastings-Truelove, Nancy Dalgarno, Office of Professional Development and Educational Scholarship, Faculty of Health Sciences
The mandate of the Truth and Reconciliation Commission (TRC) of Canada has been viewed as central to highlighting the systemic gaps in Indigenous peoples’ physical, mental, emotional and spiritual wellness, and dismantling anti-Indigenous racism. Guided by the TRC’s Calls to Actions on education, health, and education for reconciliation, this project focused on creating an online digital collection for healthcare learners that translates the Calls to Action into educational content that can be implemented in meaningful, practical, and culturally appropriate ways within healthcare education and practice. In this presentation, we share our collaborative approach to developing the digital collection, including considerations for the adoption and adaptation of this educational resource. Providing community-informed, accessible educational resources for healthcare learners is one way to help ensure that the TRC’s Calls to Action will be translated into meaningful change in clinical knowledge and practice by future generations of healthcare practitioners on the path to Reconciliation and health equity.

Framing Pedagogy of Peace in the Context of Student Success
Yunyi Chen and Lindsay Brant, Centre for Teaching and Learning
The Pedagogy of Peace (Brant & Morcom, 2021) is a purposeful teaching and learning model that builds upon the three core teachings of the Haudenosaunee Great Law of Peace, which are peace, strength, and a good mind. It provides a holistic model for educators who are looking for ways to create inclusive learning environments and classroom communities for all students. To answer the research question of how to incorporate Indigenous knowledges to support students from diverse racial, cultural, linguistic, and educational backgrounds with academic success, we have begun to explore the integration of the Pedagogy of Peace into the Senses of Student Success Model (adapted from Lizzio, 2006). Lizzio’s model helps educators focus pedagogical practices on the key components of student success, including connection, competence, academic culture, purpose, resourcefulness, and educational equity.

The purpose of this presentation is to seek feedback from the audience on the early-stage development of the new integrated framework focusing on student success. In the session, participants will firstly explore the Pedagogy of Peace to build some foundational knowledge and engage with the new framework in terms of asking questions, making comments, and providing feedback. Participants will have the opportunity to reflect on how to incorporate this new framework into their own disciplinary or academic context to enhance student learning experience as well as academic success.

11:50am-12:00pm | Wrap Up, Evaluation & Door Prizes

Networking opportunities over the lunch hour on both days:

• Scavenger Hunt walk downtown
• Chat remotely over lunch
• Meet at Grad Club for lunch (buy your own lunch)
• Bring your lunch to eat outside MacCorry (or socially distanced in D201, if raining)