Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Morning Session Descriptions | 8:45am - 12:00pm

Afternoon Session Descriptions

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A: COURSE OUTCOMES AND ASSESSMENT

A.1  

Assessing the Impact of a Flipped Classroom Approach in an Undergraduate Experiential Learning Course for Fostering Competency-based Learning Outcomes | Jennifer Tomasone, School of Kinesiology and Health Studies

Queen’s School of Kinesiology and Health Studies (SKHS) offers a two-year Exercise, Disability and Aging mini-stream in partnership with Revved Up, a community-based exercise program for adults with physical and intellectual disabilities. Mini-stream students complete 84 practical hours each year assisting (KNPE336) and supervising (KNPE 436) community program clients as they complete their exercise programs; however, student feedback indicated that mini-stream students wanted to take on additional responsibilities and enhance their skill set with respect to exercise program design. Therefore, the overarching goal of this project was to use a flipped classroom approach in KNPE336 to implement revised learning outcomes and assessment strategies that align with the core competencies required for students to obtain the Canadian Society for Exercise Physiology Personal Training Certification (CSEP-CPT). The proposed Showcase of Teaching and Learning presentation will briefly highlight how the project team:

  1. Mapped the CSEP core competencies to revised course learning objectives and course components;
  2. Structured the “flipped classroom” to foster achievement of course learning objectives;
  3. Collaborated with the CSEP organization to ensure alignment of core competencies within the course components; 4. Evaluated students’ perceptions of alignment of CSEP core competencies within course components.
A.2  

Design-Thinking and Field Geology: Course Incomes and Course Outcomes | Rob Harrap and Lindsay Waffle, Geological Sciences and Geological Engineering

The introductory field 'methods' course is a first opportunity for geoscience students to see rocks in their native habitat, and serves as an introduction to the culture and practices of geology, our methods, and our challenges. A geological map is a reflection of the geological history of an area evident in the three-dimensional rock units and their relationships. Field geology is about finding the most useful information to constrain a map in a safe and economical manner. In this course, students have to quickly decide what to observe at each location and judge what they are seeing. Prioritizing information in a fast-paced environment is a skill that is intimidating for newcomers. In the process of re-designing this course, we are faced with a significant issue: we have students incoming from two main first-year courses, but often see students from two other introductory courses who are taking the feed courses as co-requisites. To address the reality that our course 'incomes' are quite different, we are restructuring the course to bring students from diverse experiential backgrounds together within the first three weeks by offering additional in-person and online resources to both support review, and to address the real anxiety students have in facing a blank map for the first time. To illuminate the particular challenges, we are using a number of techniques from 'design thinking' including empathy and journey mapping based on student personas and interviews.

A.3  

Assessing Creative Thinking in Performance-based Artistic Research in a Liberal Arts Context | Jenn Stephenson and Grahame Renyk, Dan School of Drama and Music

It is a perennial challenge in non-conservatory settings to adequately assess Artistic Research (AR) work. First, it is patently unfair in a liberal arts context to evaluate the work in a “pure” sense since we are not aiming to assess ‘talent’ or ability. Likewise, it is not appropriate to assess the work merely on the ‘effort invested.’ Nor is ‘improvement’ a better metric. So although there is a general agreement among instructors in the creative arts that AR is a valuable experience and opportunity to apply concepts in practice, the assessment of these works is a challenge. A rigorous and evidence-based assessment framework is needed. This presentation will report on findings of a study undertaken in DRAM439 under the auspices of the Cognitive Assessment Redesign project. The investigation focuses on creative thinking skills and problem solving, which constitutes a subset of creative thinking.

A.4  

Feasibility and Learning Outcomes Associated with Preparing Nursing Students for Clinical Simulation Using Virtual Gaming Simulations | Evan Keys, School of Nursing

Simulation-based education in Nursing contributes to better knowledge, skills, confidence and critical thinking, and supports learning of patient safety competencies. Pre-simulation preparation is a critical component of simulation learning that has not been well-studied. We propose to examine the impact of a virtual simulation game for pre-simulation preparation. The research question is: What is the impact of virtual simulation games versus traditional pre-simulation preparation on nursing students’ ability to achieve learning outcomes? The presentation will focus on the development and implementation of virtual simulation games and some preliminary results of the evaluation.

A.5  

Adjusting Assessment for Engagement and Professional and Cultural Appropriateness | Lindsay Morcom, Faculty of Education

Performing student assessment in a way that is engaging for both students and instructors can be a challenge. For students, it is vital to create assessments that allow them to demonstrate their knowledge and skill in a culturally and individually appropriate way. From an instructor standpoint, it is also important to create assignments that allow us to celebrate our subjects and see our students at their best. In my courses specifically, which focus on Indigenous education, four themes that guide my assessment design are: 1) respect for orality, with a need to develop orally proficient professionals; 2) choice of subject and media to allow students to identify their strengths, interests, and preferences and grow as researchers, self-teachers, and peer educators; 3) movement beyond mastery of content toward the creation of transformational learning experiences; and 4) understanding of personal and professional growth and career development, with an ability to adapt assignments to be appropriate to individuals who are exploring options beyond classroom teaching or outside of provincial schools. I find these types of assignments are not only richer for students to complete, but also more interesting to mark. Through these themes, I will describe my approach to student assessment and engage the audience in a discussion on how to appropriately mark diverse assignments, what to count toward final marks, and how to identify what the goals of assessment should be in various courses.

A.6  

Cognitive Assessment Redesign Project | Wanda Beyer, Arts and Science Online; Meghan Norris and Cheryl Hamilton, Department of Psychology

This session describes the Cognitive Redesign Assessment Project (CAR) and highlights preliminary findings of the project. CAR is an institution-wide, network-based research project that focuses on the development of cognitive skills (i.e., critical thinking, problem solving and creative thinking) in undergraduate courses. These skills were assessed in first and fourth year courses using course assessment rubrics, standardized VALUE rubrics and a standardized test to investigate “value-added” of student learning. A community hub approach was also implemented to encourage capacity building among participating instructors, assessment facilitators, a research manager and Centre for Teaching and Learning personnel. In addition, participating instructors worked with designated assessment facilitators to provide pedagogical and instructional design support in the creation of authentic assessments and rubrics. Involved participants will highlight their shared experience in this project during this session.

B: STUDENT COLLABORATION AND LEADERSHIP

B.1  

Learning from Each Other: Exploring New Models in Student-Faculty Dialogue | Shannon Smith, Anna Taylor, Isabelle Brent, Bader International Study Centre

Based in emancipative education principles articulated by Paulo Freire, this program at the Bader International Study Centre explores new models for student-faculty dialogue about the undergraduate learning experience. With the support of three staff and faculty members, a team of undergraduate students has been designing and delivering faculty professional development as part of an established faculty workshop series. This project builds on work already done at the BISC to establish non-evaluative, non-hierarchical mechanisms for feedback and dialogue between undergraduate students and BISC faculty outside of established institutional practices such as USAT course evaluations. For this latest effort, we ask: How do student perceptions of student-faculty relationships change over the life of the project? How do faculty perceptions of student-faculty relationships change over the life of the project? Does creating a non-evaluative, non-hierarchical space for student-faculty dialogue change the nature of that dialogue and the usability of any resultant feedback?

B.2  

Transnational Peer Collaboration: Objectives, Successes, Challenges| Jennifer Hosek, Department of Languages, Literatures and Cultures

Telecollaboration boosts teaching and learning in language-culture classrooms. However, its uptake has been slower than expected. This presentation talks about LinguaeLive.ca, a platform that I launched to facilitate language exchange, experiences with the tool, and challenges to the success of such transnational collaborations in the neoliberalised university.

B.3  

Training, Mentoring, and Supervising Undergraduate TAs - The Case of FREN 499 | Michael Reyes, French Studies

FREN 499 trains advanced 4th years to be effective TAs of 1st year tutorials. Here, I'll explain how and how the model might be adapted beyond French Studies.

B.4  

The Utility of the Aropa Peer Review System in First and Second Year Online Science Courses | Cynthia Pruss, Biomedical and Molecular Sciences

Students in first and second year are still developing writing and presentation skills, and greatly benefit from a first draft with constructive feedback in the development of their projects. The online-only course format can also present challenges to students who may not understand the instructions for assignments, which can significantly hinder their academic success. We have used the Aropa peer review system in PHGY 170: Human Cell Physiology for a narrated Powerpoint presentation four times, as well as in BCHM 270: Biochemical Basis of Health and Disease for a term paper three times. In both courses, students upload a first draft, are allocated other students’ drafts, then upload peer reviews back into Aropa, where they can read the feedback on their own first draft. They then complete their final drafts and a paragraph reflecting on the peer review process, and how they applied the peer review comments to their final draft. This process allows students to benefit from seeing different approaches, more sophisticated efforts, and gain constructive criticism to develop a better final draft. Since implementing the system, we have seen significant improvements in student submissions, with better final projects as well as fewer errors in interpreting instructions and missing key points in the execution of their projects.

B.5  

Qlicker: An Open Source In-Class Response System for and by Students | Ryan Martin, Physics, Engineering Physics & Astronomy

Qlicker is an open source in-class response system designed and developed by Queen's students. The software is designed to be free, pedagogic, and easy to use. Students can participate in lectures and submit quizzes from home using any web-connected device. The Centre of Teaching and Learning and the Department of Physics, Engineering Physics & Astronomy have supported a pilot project to test Qlicker in a few courses over the 2017-2018 academic session. We will present an overview of the system, roadmap for wider adoption, and report on preliminary results from the pilot test.

B.6  

Negotiating a Collective Agreement in an Online Environment | Tricia Baldwin, Dan School of Drama and Music; and Christina Dinsmore, Arts and Science Online

ARTL 808: Contract Negotiations (online Arts Leadership program) Students participated in an online, Live Negotiation Activity that focussed negotiating aspects of a collective agreement between an arts organization and an artists’ union. By the end of the negotiation, both parties had to be in a position where they could sign a proposed Collective Agreement. The activity took a holistic approach to labour relations whereby all parties had to • Have an understanding and awareness of all positions • Engage in collaborative and creative problem solving for interests that were opposed • Ensure that their actions protected and fostered all stakeholder values and interests In teams, students learnt how to: • come to a negotiation table in a manner that was prepared, empathetic and knowledgeable. • negotiate in a live environment • negotiate alternative solutions to meet the interests of both parties • work as a team to adapt ideas, solutions and results At the end of the activity, students submitted a report which included individual reflective statements about the process that they had gone through, what the key learning points were and what they would do differently in practice.

Afternoon Session Descriptions