Presenter: Katrin Becker
Location: Walker Room (second floor)
Critical Incident Questionnaires (CIQ) have been around for quite some time. They consist of 5 simple directed questions and are meant to help students reflect on a specific time period in their class (often a single session or week). Typical Questions are: At what moment in class this week were you most engaged as a learner? At what moment in class this week were you most distanced as a learner? What action that anyone in the room took this week did you find the most affirming or helpful? What action that anyone in the room took this week did you find most puzzling or confusing? What surprised you most about class this week? I started using CIQs in my classes in the late 1990s. While I have not kept all of the responses, I have kept many of them. This presentation will highlight some of the common trends in students’ responses over the years and discuss some of the implications of using the CIQ as a formative assessment of teaching.
Presenters: Brett McCollum, David Sabiston, Glen Ryland, John Cheeseman, Kumar Chandrasekhar, and Luciano da Rosa dos Santos
Location: Dawson/Stewart Room (main floor by convention lobby)
The Academic Development Centre launched the Active Learning Initiative in Winter 2018 in
response to MRU’s Academic Plan. The primary goal of the initiative is to promote active learning pedagogies and investigate the effects of classroom design on teaching and learning practices that involve active learning pedagogies. One component of this initiative is our experimental classroom, the Active Learning Classroom (ALC). The Academic Development Centre has partnered with 45 instructors who have taught in the ALC, since the launch of the initiative. Approximately 1100 students have experienced over 900 instructional hours in this unique learning space. Preliminary evidence suggests this classroom is effective from both instructors’ and students’ perspectives. Its design supports instructors who implement collaborative and active learning pedagogies in their teaching. Student feedback is highly positive and indicates the design attributes of the ALC contribute to their learning.
In essence, the ALC invites faculty members to transform their teaching practices, engaging students as practitioners of their own disciplines. How does this transformation in pedagogy take place? Join our panel discussion with several Mount Royal faculty who have taught in the ALC. The panelists will share their experiences, as well as provide advice to faculty colleagues who are curious about collaborative/active learning in a learning space specifically designed for this modality of teaching. Topics will include group management, assessment, and student resistance.
Presenters: Heather McLellan, Holly Feist, Joan Harris, and Joanne Bouma
Location: Champion Room (second floor)
Health care emergencies happen all around us every day….in the mall, on airplanes and even in the classroom. A student has a seizure in your classroom….a colleague falls unconscious at the gym….you come across a student who has potentially overdosed on opioids….your child’s friend has a reaction to peanut butter…you come across a maintenance worker with a wound that is bleeding heavily. Do you know what to do? Taking immediate action and applying the appropriate first aid techniques can considerably reduce deaths and injuries, and the impact of everyday emergencies.
The presenters for this session are all ER/ICU nurses teaching in the Advanced Studies in Critical Care Nursing certificate program. Between them they have 115 years of combined ER, ICU and Critical Care Transport experience. They will review several emergency scenarios, demonstrate the basic interventions required for lay providers and explain the science behind them. They will even provide the opportunity to practice some of the very simple skills on manikins so that you can feel confident responding or assisting with an emergency!
Presenter: Pattie Pryma
Location: Palliser Room (main floor by convention lobby)
Working within an Academic Institution brings with it many challenges. Demands on our time from teaching responsibilities, scholarship endeavors and service commitments to list only a few. We are constantly balancing work/family/life commitments which leaves little time for self and self-care. In Winter 2018, I developed and initiated research within the Faculty of Health Community and Education exploring the questions; What happens when professional educators are invited to engage in creative arts practices? What do arts-based methods reveal about the self-care practices and wellbeing of professional educators? The purpose of this research was to use the creative arts to engage academic professional educators, in the exploration of relational practice through self-care endeavors to promote wellbeing. As part of offering access to the creative arts the project was intended to be inclusive and challenge the normative discourses that suppress self-care, relational engagement, self-expression and wellbeing in academic communities. Faculty from the Faculty of Health Community and Education at Mt Royal University convened weekly for 8 weeks to explore arts based methods of inquiry. Supporting creative arts practices encouraged inquiry into lived experiences, reflections on, and memories of time/space and self/other from multisensory perspectives (Pink, 2009). I would like to share the findings of my research as well as engage the group in an experiential exercise highlighting the benefits of creative arts-based methods to promote self-care and wellbeing.