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.,
Mackintosh Corry Hall, Room F200

 

POSTER 1: Landscape Analysis of Policies and Supports to Promote Open Access (OA) Scholarship Among Students and Faculty in Canadian Universities
Atul Jaiswal and Shikha Gupta, School of Rehabilitation Therapy

Open Access (OA) is the free, immediate, online availability of research articles coupled with the rights to use these articles fully in the digital environment (SPARC 2016). Simply put, it is a means to provide access to the scientific literature to anyone in any part of the world at no charge to the user. There is a push from Canada’s Tri-Agency Open Access Policy on Publications to make the research outputs publicly accessible. While the benefits to open access are ease of access, effective knowledge dissemination and wider readership, there are some significant challenges to open access scholarship especially in the university environment. In the contemporary world where the number of publications and associated citations are vital for academic jobs, it is imperative to understand how university environments are promoting OA scholarship among their students and faculty. Our landscape analysis will present how OA scholarship is understood among Canadian universities, OA policies and supports to promote open access publication among students and faculty in Canadian Universities.

POSTER 2: Interdisciplinary Development of Physical Activity Counselling in the Medical School Curriculum: A Workshop-based Approach
Jennifer Williams and Stephanie Flood, School of Kinesiology & Health Studies

Exercise is Medicine Canada (EIMC) is a global movement to encourage primary health care providers to include physical activity when designing treatment plans. EIMC at Queen’s University (EIMC-QU) was established to provide Queen’s University students across allied health departments the opportunity to expand and apply their knowledge of physical activity, health, and physiology through interdisciplinary, experiential learning opportunities including curriculum development. In an effort to achieve these goals, EIMC-QU has developed several curriculum initiatives that educate and encourage future health care providers - namely medical school students and residents - to integrate physical activity counseling and promotion into their routine medical practice. Specific initiatives that highlight EIMC-QU’s commitment to integrated curriculum development for the School of Medicine’s students and residents, and commitment to graduate student learning outcomes include: the Exercise Expo; Ontario Medical Students’ Weekend; and Family Medicine Residents’ workshop programs.

POSTER 3: Pathways to Self-Regulated Learning: A Program 
Umair Majid, Faculty of Education

Courses of instruction that are grounded in self-regulated inquiry may lead to a plethora of positive learning outcomes such as higher student achievement, satisfaction, and knowledge. Self-regulation has been conceptualized as the process through which thoughts, behaviours, and emotions are managed purposefully to acquire new information and skills. Goal-setting, monitoring progress towards goals, and continuous reflection are important components of self-regulated learning (SRL). However, the integration of SRL in courses is problematized by diverse learning styles, objectives, and approaches to knowledge application. Moreover, in order for SRL to truly lead to the multiple, beneficial effects to learning, students need to acknowledge and internalize SRL as a way to guide their learning, behaviour, and knowledge discovery. In this presentation, I will describe a program developed to increase students’ capacity for SRL in academic and non-academic activities. I will highlight the purpose of the program, its methodological development and application in my own work in teaching undergraduate, graduate, mature, and professional students, and outline the most recurrent challenges I have faced with increasing students’ capacity for SRL. This presentation will offer guidance and support for educational practitioners across disciplines to integrate SRL in their own context and optimize its use for enhancing the learning experience.

POSTER 4: Integrating Educational Technologies in Multidisciplinary Classrooms: A Practitioner’s Guide
Umair Majid, Faculty of Education

The landscape of education has shifted with the advent and proliferation of technology in classrooms. For some, it is no longer appropriate to ignore the capacity for technology to enhance the student learning experience. However, technology integration is the aegis of innovative curriculum planning because of the plethora of apps, technologies, and resources available freely online, and the lack of guidance on the most appropriate ways to use them. Moreover, this problem is intensified in classrooms with students who immerse in multiple disciplines regularly. In these classrooms, the way technologies are employed should be cognizant of the values, beliefs, principles, and approaches these disciplines espouse concerning teaching, learning, and inquiry. In this poster presentation, I will describe different educational tools and apps that can be integrated in classrooms and provide tangible examples of how these tools and apps may be used in multidisciplinary classrooms. Moreover, I will use this discussion as a springboard to outline the ethical and social challenges with technology integration in classrooms and the evolution of the technology movement.

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