Symposium on Scholarly Inquiry into Teaching and Learning Practice


Opening Keynote Panel: Faculty Perspectives on Scholarly Inquiry

Dr. Linda Pardy, Associate Professor, Communications, Faculty of Humanities, University of the Fraser Valley
“Creating Space and Connecting Learning for All Students” – As a tenured faculty member and a student service educator Linda uniquely straddles both these worlds. Her graduate degrees are in adult and workplace learning, and leadership. Her research focuses on learner access, engagement, and success strategies for work/life readiness and non-traditional learners. As the UFV 2013 Teaching Excellence Award recipient, she is known for her interactive, caring, challenging, and responsive teaching and learning practice.
Jane Slemon, Lecturer, Emily Carr University of Art and Design

Ms. Slemon is a lecturer at Emily Carr University where she has been teaching English and Science courses since 1997. As an RN and Director of Care at a hospice, Jane listens for the ways people reveal their narratives. Mortality challenges us; illness presents layers of meaning: including chemistry, prognosis, genetics and experience along with family, history, song and story. Her paper–“Playful DisPlay: Contemplating McLuhan’s view of the Modern Cadaver” in the online journal, Enculturation–explores the effect Body Worlds has on society and is illustrated by ECUAD’s students. Jane’s science courses–(a) Shape, Function and Metaphor: the Organs of the Human Body and (b) Heart, Mind Health: Learning from the Human Body–celebrate the connections artists and designers make to creative practices and materials.

Dr. Jennifer Walinga, Associate Professor and Director of the School of Communication and Culture, Royal Roads University

Dr. Walinga has been an educator for over 25 years and an organizational consultant for the past 15. Her work on transformational learning and change has explored learners and learning in a variety of contexts, from the athletic arena to the c-suite. Walinga discusses the relationship between perceived barriers and cognitive breakthroughs and references a wide range of studies investigating the factors involved in transformational teaching and learning as well as the relationship between them. In “From Walls to Windows”, Walinga shares a model for insightful problem solving as well as the process for facilitating creative insight.


Closing Keynote: Feeding the SoTL Aquarium: Helping Small Networks Thrive

Gary Poole, Associate Director, School of Population and Public Health, University of British Columbia.
Like so many innovations in higher education, scholarship of teaching and learning (SoTL) work began at a grass roots level, with individuals or small groups starting projects and forging their own way. While international research indicates that this process is still alive and well, we now need to apply what we know about social networks and social capital to better understand how these small SoTL networks can be best supported. In this session, we will apply the concepts of “small significant networks” (Roxa & Martenssen, 2009) and “social capital” (Burt, 2000) to local examples of SoTL work to explore where we are and where we need to go with SoTL in B.C. and beyond.
Gary Poole is the Associate Director of the School of Population and Public Health in the Faculty of Medicine and Senior Scholar in the Centre for Health Education Scholarship at the University of British Columbia. He is a past-president of the Society for Teaching and Learning in Higher Education and of the International Society for the Scholarship of Teaching and Learning. He has received Lifetime Achievement awards from both of those organizations. He is a 3M National Teaching Fellow and he is the co-editor of Teaching and Learning Inquiry. His current scholarly work focuses on self-directed learning, primarily within the context of medical education.
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