Thursday, April 27th - 1:30 PM - 2:15 PM
Title: Inclusion: Integrating lessons learned from a community context into the post-secondary classroom
Abstract: As stated in the University of Lethbridge’s Destination 2020: Vision & Strategy, our institution has committed to building “internal community that is diverse, inclusive, and welcoming”, and also furthering connections and enhancing relationships with “external communities, locally, nationally, and internationally”. This commitment marks a wonderful direction for our ongoing growth, but how best can we create spaces in our classrooms where people are truly included and welcomed? And what role can community collaboration play in the pursuit of this vision?
As access and diversity grows, educators may be increasingly challenged to find innovative ways of transferring knowledge and material inclusively. This session will outline some helpful strategies that can enhance learning in various fields of study, and improve access to knowledge for students of all abilities. Participants will have the opportunity to engage in an arts-based exercise to explore and embody these strategies, and engage in facilitated dialogue regarding the successes and challenges of inclusive teaching in the future.
Join us for a creative, participatory experience as we explore and discuss the future possibilities of implementing inclusive strategies in the post-secondary classroom. This 45 minute session will draw on the knowledge and lived experiences of the facilitators’ ongoing work with mixed ability dance classes in the community, arts based community development teaching at the post-secondary level, as well as theory and research on arts-based pedagogy as a strategy for inclusion. Connections between these sources of knowledge will converge for rich discussion and experience.
Presenters: Lisa Doolittle - Professor Emeritus, Faculty of Fine Arts (Drama), Corey Makoloski - Graduate Student and Instructor, Faculty of Education, Callista Chasse -ASC! Researcher
Title: A Decade of Online Assignments
Abstract: Today’s student lives in a world where cell phones and internet are the default. They use technology in elementary school and high school. They consider use of technology to enhance education to be the norm. For today’s student, electronic resources fill the role that textbooks filled 50 years ago as the primary supplement to in-class learning.
In 2006, I introduced weekly online assignments into our introductory chemistry courses as a means to promote regular engagement with the material and give students immediate feedback on their learning, ideally identifying any misunderstandings early. Since then, their use has expanded to include our organic chemistry courses (and several other courses in which I am not involved), and they are now a key component of the chemistry program.
Over the years, I have used three different systems for online assignments and explored several more of the available alternatives. The different systems derive in part from different philosophies of education, each with its own strengths and weaknesses. I plan to discuss those philosophies, how the students have responded to them, and how that influences what I am looking for in a perfect online assignment system to meet the needs of today’s students and faculty. I plan to show what is currently possible and share what I’d like to see happen as technology develops.
Presenters: Dr. Susan Findlay - Instructor - Course Co-ordinator for CHEM 1000, 2000, 2500 and 2600, Department of Chemistry and Biochemistry
Title: Reflections on Dual Credit – Teaching University Courses in High School
Abstract: Two U of L courses were offered at Lethbridge Collegiate Institute over the past two academic years in a pilot Dual-Credit partnership between the University and the High School. Students who successfully completed course requirements received both U of L and high school course credits. In an education climate that wants to ensure smooth and successful transition into post-secondary learning, Dual-Credit is one approach for achieving this goal.
Panel members (who were the course instructors / teachers) will describe the Dual-Credit courses offered in the pilot (Liberal Education 1000, Knowledge and Liberal Education, and Management 1850, Management Systems and Connections) and reflect on the triumphs and challenges of teaching University courses to High School students in this format.
Presenters: Heather Mirau - Director, Integrated Planning, Provost’s Office, Dr. Bruce MacKay - Coordinator, Liberal Education , Dr. Deborah Jarvie - Instructor, Dhillon School of Business, Aaron Stout - Secondment, Faculty of Education, Jen Scott - Science Teacher, Dual Credit Facilitator, Lethbridge Collegiate Institute