Wednesday, October 24, 4:30-6:00pm
A01 – SOTL Travels: Furthering the potential of the scholarship of teaching and learning
Joanna Renc-Roe (Central European University)
Location: Convention Centre, Chedoke AB (3rd floor)
Despite some important recent conversations on the international character and inclusiveness of SOTL (e.g. Wang et al., 2011, Gunn et al. 2010), it is still often perceived as a concept or practice largely institutionalised in the Western, English-speaking university systems (with some notable exceptions). This state of affairs needs to be acknowledged and inquired into, both critically and productively. Mary Huber has asked a number of thought-provoking questions around how far the scholarship of teaching and learning can really travel, and what might happen to it when it gets somewhere new (Huber, 2009)? This plenary aims to stimulate reflection on the question of whether and how we might further integrate international perspectives and participants into SOTL research and institutional impact, through ISSOTL and in other venues. The issue is whether SOTL truly represents a new form of knowledge creation in both the disciplines and in educational sciences (Huber 2009, McKinney 2007), and to what extent this can become a global development? This necessitates a research-based and experience-based reflection on the politics of location that might impede the travel of SOTL. It will involve theorizing concepts such as the notions of internationalization, of academic identity and practice, and the context of practice (including comparative university systems). By this, I mean an inquiry that is open to comparative, policy-related but particularly socio-cultural analyses of academic life, academic practice, and, above all, academic networks or communities (see for example, Huber and Hutchings 2005, Roxå and Mårtensson, 2009, Garrison and Vaughan, 2007, Wenger 1998 for various theorizations of ‘a community’). A fundamental issue is paying serious attention to how non-western scholars might use SOTL as an alternative avenue for academic socialization and professional development as well as how non-western institutions may come to adapt it as an aspect of academic practice. We need to seriously ask, however, what are the material pre-conditions, opportunities and obstacles for this movement, participation and exchange? What sort of roles do Western scholars, institutions and societies, such as ISSOTL may need to fulfill in order to make this a substantial and productive movement of ideas, applications, programs and scholars? How can long-term, sustainable, international academic networks be created to sustain significant academic relationships round SOTL and make the global travel of the classroom inquiry possible? Following some selected conceptual interventions, I will share my own critical observations on the international and transformational potential of SOTL based on my research and professional practice. In particular, I will draw out some specificities of SOTL projects and SOTL journeys from scholars in one international SOTL program which I have had the pleasure to lead. I will try to make space not just for my own voice but for the voices of the scholars in this program to be heard, regarding both barriers and opportunities of the international travel of SOTL work. Finally, together with the attendees, I will provide some provisional conclusions and implications of these notions and concepts for the work of the scholars at this conference, this society and beyond.
Joanna Renc-Roe is program manager at the Center for Teaching and Learning, Central European University (a graduate, American and European-accredited University in Budapest, Hungary). She is an experienced academic developer working with faculty from over 25 countries, and a research-active sociologist of education. The focus of her work has been teaching and learning/higher educational pedagogies, the scholarship of teaching and learning and strategic educational development within an international context. Joanna has designed and implemented a range of programs for visiting academics at the Curriculum Resource Center, most notably, the first international developmental scholarship of teaching and learning program for academics from Eastern Europe and the former Soviet Union. She has also implemented the first program of courses on teaching and learning in higher education for doctoral students at Central European University. Joanna is also the lead instructor for several courses at the new CEU Center for Teaching and Learning. Her other projects have included leading a series of executive workshops for university leaders on leadership in teaching and learning, and she has taken an active role in several programs in academic development lead by other international or institutional partners (in Hungary, Slovakia and the West-Bank). Joanna holds a PhD in education from Keele University, UK, an MPhil in gender studies from the Open University, UK, and an MA in English Philology from the University of Gdansk, Poland. Her research interests include internationalization, academic identities, the scholarship of teaching and learning, higher education policy and practice, strategic educational development, and gender and higher education.
Thursday, October 25, 8:30-10:00am
B01 – A panel on the topic of students as change agents
Mick Healey (HE Consultant & Researcher), Alison Cook-Sather (Bryn Mawr College),
Natalie Gerum (Lakehead University), Kara Yanagida (Western Washington University)
Location: Convention Centre, Chedoke AB (3rd floor)
By involving students in the Scholarship of Teaching and Learning (SoTL), we create opportunities for students to act as change agents to enhance the quality of teaching and learning practices and policies in their universities. Too often students are simply the subjects of our SoTL research; by engaging them as co-researchers and independent researchers we can give them a more empowering and transformative educational experience as producers and change agents.
Students may be engaged in all four of Boyer’s (1990) scholarships – discovery, integration, engagement and teaching. This session will focus on the last of these, in particular on how we may build on and move beyond listening to the student voice and involve students as change agents who can have an impact on the teaching and learning that they and their fellow students experience. This topic is part of a wider debate on how students can be engaged throughout their undergraduate courses in producing knowledge, not just consuming it.
The Panel will fall into two parts. In the first, the Chair, Mick Healey an HE Consultant and Researcher from the UK, will run an interactive session which will explore the theoretical basis for this approach and illustrate, with reference to many examples from different kinds of higher education institution in a range of countries, different ways of engaging students as change agents, including:
1. Engaging students as pedagogical consultants
2. Engaging students as co-designers of courses
3. Engaging students as SoTL practitioners
4. Engaging students as strategy developers and advisors.
In the second and longer part, Mick will chair a discussion between the three panellists (two students and a member of faculty) and the delegates. The questions and answers will be interspersed with five minute talks from each of the panellists.
Kara Yanagida, a student from Western Washington (US), will speak about engaging students in ways that are sustainable in terms of the system and for individual participants, such as offering credit, titles, or awards that recognize students for their work.
The talk by Alison Cook-Sather, a member of faculty at Bryn Mawr (US), is entitled: “Students as change agents or student voices: The challenges of naming and navigating transformative partnerships”. She will argue that the language we use is critical in persuading students and faculty to engage with this agenda.
Natalie Gerum, a Masters student at Lakehead (Canada), will speak about “Connecting university classrooms with community to catalyze students creating change”. Natalie will explore students’ ability to be co-researchers, pedagogical consultants, and active community members, both within the university and the local community.
ISSoTL delegates will have an opportunity in advance of the conference to submit potential questions for the panel and the audience to discuss and during the Panel there will be an opportunity for delegates to exchange ideas with each other at their tables.
Mick Healey is an HE Consultant and Researcher and Emeritus Professor at the University of Gloucestershire, UK. He is a founding member of ISSoTL and has been to every ISSoTL annual conference. He was the first ISSoTL Vice President for Europe. Until 2010 he was Director of the Centre for Active Learning, a nationally funded Centre for Excellence in Teaching and Learning at the University of Gloucestershire. He is an Honorary Professor at the University of Queensland and a Visiting Professor at Edinburgh Napier University and at the University of Wales, Newport. He was one of the first people in the UK to be awarded a National Teaching Fellowship and to be made a Senior Fellow of the HE Academy. Mick is an experienced presenter. Since 1995 he has given over 400 educational workshops, seminars and conference presentations. He has written and edited over 150 papers, chapters, books and guides on various aspects of teaching and learning in higher education. He is often asked to act as an advisor to projects, universities and national governments on aspects of teaching and learning in HE. For example, he has advised the Australian Learning and Teaching Council, the Canadian Federal government, the HE Authority for Ireland and the League of European Research Universities on research-based teaching and learning. He is a member of the Advisory Committee of the (Irish) National Academy for the Integration of Research, Teaching and Learning. His current main interests are in students as producers and as change agents.
Alison Cook-Sather is Professor of Education, Coordinator of the Teaching and Learning Initiative, and Director of The Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College.
Supported by grants from the Ford Foundation, The Arthur Vining Davis Foundations, and The Andrew W. Mellon Foundation, Dr. Cook-Sather has developed internationally recognized programs that position students as pedagogical consultants to prospective secondary teachers and to practicing college faculty members. She has given more than 65 keynote addresses, other invited presentations, and papers at refereed conferences in Brazil, Canada, Spain, the United Kingdom, and throughout the United States, and she has published over 40 articles, 10 book chapters, and four books on how students can become partners with teachers and scholars to make education a mutually engaging and empowering process. Her books include Learning from the Student’s Perspective: A Sourcebook for Effective Teaching (Paradigm Publishers, 2009), International Handbook of Student Experience in Elementary and Secondary School (co-edited with Dennis Thiessen, Springer Publishers, 2007), Education Is Translation: A Metaphor for Change in Learning and Teaching (University of Pennsylvania Press, 2006), and In Our Own Words: Students’ Perspectives on School (co-edited with Jeffrey Shultz, Rowman & Littlefield Publishers, Inc., 2001). Engaging Students as Partners in Teaching & Learning: A Guide for Faculty, a book focused on developing faculty-student partnerships in higher education and co-authored with Catherine Bovill and Peter Felten, is forthcoming from Jossey-Bass. Recently, Dr. Cook-Sather was named the Jean Rudduck Visiting Scholar at the University of Cambridge in England.
Natalie Gerum strives to catalyze learning opportunities that extend beyond the confines of the conventional classroom. Currently in the first year of a Masters of Education degree at Lakehead University, she received SSHRC funding to explore the responsibility of universities to respond to social and ecological injustices and contribute to the creation of more resilient communities. She also works as a research associate with Lakehead University’s Centre for Place and Sustainability Studies. Prior to graduate studies, she completed the International Baccalaureate Diploma at the Lester B. Pearson United World College of the Pacific, and an Honours Bachelor of Arts degree in Geography at Mount Allison University as a Loran Weston Scholar.
In exploring the possibilities for education that is real, relevant, and revolutionary, she has coordinated the Pearson Seminar on Youth Leadership, an international summer program for youth action on global issues, and has developed curriculum in place-responsive learning for educational institutions across Canada, including Mount Allison University, Sea-to-Sky Outdoor School for Sustainability Education, and Renaissance College at the University of New Brunswick. As the student member-at-large for the Board of Directors of the Society for Teaching and Learning in Higher Education, she has delivered addresses on the future of higher education in Canada to numerous organizations, including the Council of 3M Teaching Fellows and the Association of Universities and Colleges of Canada (AUCC). Natalie also co-coordinates the 3M National Student Fellowship for Leadership in Teaching and Learning. Always learning what it means to live well in a place, Natalie turns to the wisdom of the wild as often as she can and enjoys journeying via canoes and snowshoes along the shores of Lake Superior, particularly when the northern lights are out.
Kara Yanagida recently graduated from Western Washington University, where she majored in human services and minored in mathematics. She has been a member of WWU’s Teaching-Learning Academy for three years, and its Teaching-Learning Leadership Cooperative for two. She currently serves as a student representative on the advisory board for the upcoming international journal for the ISSOTL, and also as co-chair of the Students as Co-Inquirers interest group. Kara recently started an online forum for interest group members to explore teaching and learning together throughout the year. Her current work focuses on researching how partnering with students has impacted faculty, staff, and community members at WWU. She is also a writing mentor and student affairs professional, and hopes to expand the world of SoTL to include more and more untraditional voices. As a teacher and learner in all facets of life, Kara is ultimately passionate about empowering others to explore their beliefs and to take action.
Friday, October 26, 8:30-10:00am
G01 – Integrating the scholarship of teaching and learning into the academy
Harvey P. Weingarten (Higher Education Quality Council of Ontario)
Location: Convention Centre, Chedoke AB (3rd floor)
Most people believe that universities should strive to use the most effective teaching and learning practices in their programs and curricula. Yet, teaching and learning issues can get short shrift in university discussions and decisions. There is a general sense that we would benefit from more scholarly investigation of teaching and learning issues, and that we need to understand better effective means of incorporating documented best practices into our teaching programs. This talk examines the barriers to the better integration of teaching and learning issues into the fabric of the academy. Topics to be discussed include the state of scholarship on teaching and learning, incentives to promote the adoption of best teaching practices and the role of university administrations and governments in creating a culture where teaching and learning, and the scholarly investigation of them, is valued.
Dr. Harvey P. Weingarten is president and CEO of The Higher Education Quality Council of Ontario (HEQCO) — an arm’s length agency of the Ontario government that conducts research and provides policy advice to government to improve the accessibility, quality and accountability of colleges and universities. HEQCO is the only organization of its type in Canada. Since joining HEQCO in 2010, Dr. Weingarten has expanded the agency’s advisory role and influence with government and has orchestrated a larger public information mandate for HEQCO. Prior to HEQCO, Dr. Weingarten was president and vice-chancellor of the University of Calgary for nine years. Under his leadership, the university increased access, invested in students, recruited world-class faculty and attracted record amounts of research revenue and philanthropic support. Dr. Weingarten was provost at McMaster University from 1996 to 2001. During a 21-year career at McMaster he served as dean of science, professor of psychology, department chair, and a teacher and mentor to many undergraduate and graduate students. His research examined the biological and psychological controls of eating and body weight. He received his B.Sc. from McGill University, and his M.S., M.Phil. and Ph.D. from Yale University. Dr. Weingarten has served on many boards and councils including the Science, Technology and Innovation Council of Canada; Association of Universities and Colleges of Canada; Canadian Language and Literacy Research Network; and Shad Valley.
Saturday, October 27, 11:00am-12:30pm
L01 – ISSOTL founding members on the past, present & possible futures of SOTL
Randy Bass (Georgetown University), Angela Brew (Macquarie University), Gary Poole (University of British Columbia), Jennifer Meta Robinson (Indiana University)
Location: Convention Centre, Chedoke AB (3rd floor)
What opportunities and challenges for scholarship of teaching and learning emerge from the changing conditions for this work, such as expanding virtual and global platforms for education, evolving disciplinary and cross-disciplinary standards and practices of research and scholarly collaboration, and changing curricular and institutional demands? What roles can and should ISSOTL take with regard to these issues? This plenary session will feature a panel drawn from among the ISSOTL founders. The panelists will discuss the first nine years of the Society and what the future might hold for the scholarship of teaching and learning. Audience members will also be invited to contribute comments and questions.
Randy Bass is Associate Provost and Professor of English at Georgetown University, and Executive Director of Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS), a campus-wide center, supporting faculty work in new learning and research environments.
He has been working at the intersections of new media technologies and the scholarship of teaching and learning for twenty years, including serving as Director and Principal Investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. In January 2009, he published a collection of essays and synthesis of findings from the Visible Knowledge Project under the title, “The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning, from the Visible Knowledge Project,” (co-edited with Bret Eynon) in the digital journal Academic Commons (January 2009: http://academiccommons.org).
From 2003-2009 he was a Consulting Scholar for the Carnegie Foundation for the Advancement of Teaching, where he served, in 1998-99, as a Pew Scholar and Carnegie Fellow. In 1999, he won the EDUCAUSE Medal for Outstanding Achievement in Technology and Undergraduate Education. Bass is the author and editor of numerous books, articles, and electronic projects, including Border Texts: Cultural Readings for Contemporary Writers (Houghton Mifflin, 1998, 2002), and with Bret Eynon, co-editor of “Intentional Media: The Crossroads Conversations on Teaching and Technology in the American Cultural History Classroom” (a double issue of the journal Works & Days, 1998/99).
Angela Brew PhD, is a Professorial Fellow in the Learning and Teaching Centre at Macquarie University, Australia. She is Honorary Associate Professor, University of Sydney and Visiting Professor, Gloucestershire University UK. She is an elected Fellow of the UK’s Society for Research into Higher Education (SRHE), a Life Member of the Higher Education Research and Development Society of Australasia (HERDSA) and holds a Senior Fellowship of the Staff and Educational Development Association (SEDA). She was President of HERDSA from 1999-2003 and co-editor of the International Journal for Academic Development from 2000-2008. She holds degrees in philosophy, sociology and organisational development.
Angela Brew was awarded a prestigious National Teaching Fellowship from the Australian Learning and Teaching Council (ALTC) to enhance undergraduate engagement by involving them in research and inquiry. Before joining Macquarie in 2009, she worked at the University of Sydney where she led strategic projects developing the scholarship of teaching and learning, research-enhanced learning and teaching, and research higher degree supervision. She has published seven books and over 200 articles, book chapters, conference papers and reports. Her research is focused on the nature of research and its relation to teaching, learning and scholarship, models of research-led teaching and undergraduate research. Her books include: The Nature of Research: Inquiry in Academic Contexts (RoutledgeFalmer 2001); Research and Teaching: beyond the divide (PalgraveMacmillan 2006); Transforming a University: The Scholarship of Teaching and Learning in Practice (University of Sydney Press 2007, with Sachs); and Academic Research and Researchers (McGraw Hill 2009, with Lucas).
From 2000 to 2010, Gary Poole directed the Centre for Teaching and Academic Growth and the Institute for the Scholarship of Teaching and Learning at UBC. He is a past-president of the Society for Teaching and Learning in Higher Education and the International Society for the Scholarship of Teaching and Learning. Gary has received an excellence in teaching award from SFU and a 3M Teaching Fellowship, plus a Queen’s Golden Jubilee Medal for contributions to Higher Education and a Lifetime Achievement Award from STLHE.
He is the co-author of “Effective Teaching with Technology in Higher Education,” and “The Psychology of Health and Health Care: A Canadian Perspective.” Gary is an associate professor in the School of Population and Public Health in UBC’s Faculty of Medicine and Senior Scholar in the Centre for Health Education Scholarship at UBC.
Jennifer Meta Robinson studies how people learn to be themselves, as individuals and as members of communities who negotiate and create systems of socialization and value. Her teaching and research focus on environmental intersections with communication and culture and on the scholarship of teaching and learning. She teaches interpersonal communication and environmental humanities in the Department of Communication and Culture at Indiana University, where she is a senior lecturer. She publishes and speaks widely on the scholarship of teaching and learning and was the fourth president of the International Society for the Scholarship of Teaching and Learning. She directed the Indiana University scholarship of teaching and learning initiative, 2001-2008, which won the Hesburgh Award in 2003. She co-edits the Indiana University Press book series Scholarship of Teaching and Learning. Her publications include A Cultural Approach to Interpersonal Communication (2012), Teaching Environmental Literacy Across Campus and Across the Curriculum (2010), and The Farmers’ Market Book: Growing Food, Cultivating Community (2007).