Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Poster Session: 12:35 p.m. - 1:40 p.m.,
Biosciences Complex, Atrium

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P.1 Rapport Building in Undergraduate Tutorials – The Importance of the First Encounter
Samuel Kim, Department of Psychology and Olivia Campbell, Faculty of Education

In the context of a learning environment, rapport is an overall feeling between the student and the instructor encompassing a mutual, trusting and prosocial connection (Frisby & Gaffney, 2015). The Affective Learning Model argues that instructors evoke students’ feelings toward the instructor and the class, which then enhances learning (Rodriguez, Plax, & Kearney, 1996). Rapport building should be prioritized in undergraduate tutorials, as perceived rapport with instructors is positively associated with student perception of class connectedness, student participation, and learning among university students (Frisby & Martin, 2010). Building rapport with students in undergraduate tutorials can be a difficult task because of the short amount of contact time available. For example, in the first-year introductory psychology course at Queen’s University, tutorial facilitators and students have approximately 50 minutes per week of face-to-face interaction. We argue that the first tutorial is a crucial opportunity for tutorial facilitators to engage in rapport building behaviours. We present practical strategies for tutorial facilitators who aim to build rapport with their students in a typical undergraduate tutorial setting.  

P.2 Teaching the Scientific Method in a Lab: A TA’s Guide
Alexandru Sonoc, Mechanical Engineering

The laboratory is one of the best places to learn the scientific method. Data is collected and studies in order to make theoretical predictions. The two are then compared and reasoning is made whether they match (or not) and why. This poster will help the lab instructor (TA) determine the principal scientific question of the lab and manage his/her interaction with the students to get them to rationally reason and answer this question for themselves.

P. 3 Practices for promoting diversity and inclusion in post-secondary education classroom across Canadian Universities
Atul Jaiswal and Shikha Gupta, Rehabilitation Therapy

To achieve the goal of excellence in education delivery, Universities across the world are striving to embrace diversity (based on the differences in age, colour, disability, ethnic origin, gender, immigrant status, race, religion, and Aboriginal status). Inclusion is necessary to make students from diverse populations feel valued, respected and equally supported within the classroom learning environments. Through the strategies for promoting diversity and inclusion, learning experiences of overall students are maximized that eventually leads to increased likelihood of success in their academic life.  The aim of the research is to map the literature available on the practices that promote diversity and inclusion in post-secondary education classroom across Canadian Universities. This research attempts to answer the following questions: What is the current understanding of concept of diversity and inclusion within classroom in Universities? And what are the practices/policies for promoting diversity and inclusion in post-secondary education classroom across Canadian Universities? The research questions will be answered by critical appraisal of policies and programs of top ten Canadian Universities from the lens of initiatives to promote diversity and inclusion within their classrooms. A summary of best practices would be provided in a synthesized form to inform policies and programs.

P.4 Creative Expressions of Teaching and Learning
Peter Wolf and Sandra Murray, Centre for Teaching and Learning

To explore the intersection of content expertise, personal meaning-making and creativity, a multi-location exhibit, Creative Expressions of Teaching and Learning (http://www.queensu.ca/ctl/node/198), took place in October 2016, commemorating Queen’s 175th anniversary and the Centre for Teaching and Learning’s 25th anniversary. The framing of this exhibit as creative expressions was intended to seed conversations about the importance of creation in learning and the potential for creative engagement to further content expertise and personal meaning making; not to judge artistic merit, but to celebrate their importance in learning. The Creative Expressions of Teaching and Learning exhibit included course assignments, teaching aids, learning reflections and a myriad of other ways Queen’s alumni, students, faculty and staff represent their excitement, skill and energy of being an engaged learner. Creative expressions presented artefacts from students past and present, as well as funding original works and facilitating a group collaborative art installation.

P.5 A method of creative evaluation used to accommodate the diversity of learning styles and promote a more inclusive learning environment
Max Boreux, Geography

A method of creative evaluation was developed and tested as a new tool of assessment of learning for the course GENV1201 The Human Environment during the 2017 Winter term. This approach consist of conveying a particular problematic related to the course outside of the classroom as a final class project by finding a creative way to communicate a topic of choice (such as a painting, a song, a report, a board game, a poster, etc.) with people who are not considered experts in the field. The goal of this approach is to accommodate multiple intelligence in the classroom and empower students to work according to their preferred learning style, thus promoting diversity and inclusion in the classroom.  To assess the effectiveness this method, an anonymous survey was given to students at the end of the course. Results from the survey revealed that the vast majority of students thought that this method (1) encouraged them to work on a more regular basis, (2) helped them to achieve a higher mark for the course and (3) to develop their creative skills. Also, most students qualified this method of a good learning experience and would prefer to use such an approach as opposed to a classical term paper.  The positive feedback from students and the good average received for the creative evaluation suggests that developing methods of inclusive assessment of learning by promoting students’ strengths fosters an effective and pleasant learning environment.

Overall Agenda  |  Concurrent Sessions A  |  Poster Session  |  Concurrent Sessions B  |  Concurrent Sessions C  |  Concurrent Sessions D

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