Celebrating Wilfrid Laurier’s expertise and diverse perspectives, the creativity gallery showcases exceptional practices of faculty members, cutting edge products and diverse outcomes. Mirroring the readiness factors to fully engage in creative learning, you will be invited to view the gallery with a “beginner’s eye.” Engaging your sense of curiousity and keeping open to viewing things from new angles, you will experience the possibilities of applying new thinking and new ways of operating. The connections made from the morning workshop and the gallery experience will lead us to deliberately examining insights into varying approaches to your content. Stroll, engage in conversations, reflect, capture your thoughts and enjoy the gallery!
D.I.Y.I. eB.S.N. — Do It Yourself Interactive “eBook” Student Notes
Trent Tucker, Business, Wilfrid Laurier University
This exhibit tracks the evolution of BU275 notes for my students over the past six years. I have gone from posting PowerPoint slides verbatim to developing a full-featured PDF-based electronic book (eBook) format that includes interactive features like “homework helper” calculators. Motivating factors that guided this evolution included the incorporation of “active learning” (e.g., think-pair-share to fill in the blanks in the notes), intellectual property concerns, and the integration of supplemental materials into the class. Taking cues from thinkers like Edward Tufte and Garr Reynolds, the lecture content was split into presentation and document streams. The eBook documents were produced using widely-available open-source typesetting tools (i.e., LaTeX). My own end-of-term student surveys reveal that the students much prefer this format over PowerPoint slides.
At this exhibit I will demonstrate how students can use / annotate their eBook on both a laptop and an iPad. An end-of-term student survey yielded comments like, “Your notes have been extremely beneficial and have greatly contributed to my learning” and “Very nice to have PDF of all course notes; keeps me very organized.”
Using Posters to Assess Critical-Thinking Skills in a Large Class
Frédérique Guinel and Emily Macdonald, Biology, Wilfrid Laurier University
Contemporary Issues in Biology is a new second-year course. Offered for the first time last year, this unconventional course allowed students to think about a worldwide problem and to formulate an educated opinion. A non-traditional assignment was essential to the course: creating a poster for a conference held at the semester’s end. To permit such an event within a large class made of 180 students, each poster had to be the product of a team of 5 students; the teamwork was prominent in both classroom and tutorials. Although not welcome at first, the project was well-received in the end and will be re-assigned in coming years. Students were encouraged to exercise their critical-thinking and researching skills, as well as their creativity and presentation talents. Students’ efforts were assessed by a portfolio, and by their teamwork and presentation skills. A conference environment was established through advertising the event widely, by making an abstract-book, and by using name tags. The process, from discussing the issue to presenting the end-product will be outlined. Frustrations and benefits will be discussed from students’, teaching assistants’, and professor’s viewpoints. Success was realized when seeing pride on the students’ faces as they stood beside their end-product.
Encouraging Active Classroom Discussion of Academic Integrity Issues
Mark Baetz, Academic Integrity Advisor, Business, Wilfrid Laurier University
Have you wondered how to tackle the issue of academic misconduct in your class without appearing to be threatening? Have you thought about substituting your usual brief lecture on the rules associated with academic misconduct with a new approach involving classroom dialogue about the various issues associated with academic misconduct? In fact, research found that classroom discussion of issues related to academic misconduct results in fewer students committing plagiarism (Soto, Anand & McGee, 2004).
This exhibit presents an innovative discussion-oriented presentation on academic integrity developed for classroom use by faculty with the learning objective of promoting academic integrity. The presentation entitled “Reflections of Academic Integrity Ambassadors” is innovative because it is both discussion-oriented and based on student input and a peer-to-peer approach. The exhibit will provide copies of the presentation slides including talking points as well as student and faculty feedback following delivery of this presentation in 15 classes at different stages of an undergraduate program. This feedback clarified how the presentation could be modified for different stages of an undergraduate program.
References: Soto, J.G., Anand, S., & McGee, E. (2004). Plagiarism avoidance: An empirical study examining teaching strategies. Journal of College Science Teaching, 33(7), 42-48.
Immediate Feedback Assessment Technique (IF-AT) Multiple Choice Answer Cards
Stephen MacNeil, Chemistry, Wilfrid Laurier University
Students often complain about standard multiple choice tests because they do not provide the opportunity for part marks. In addition, research indicates that students do not learn from mistakes made during multiple choice tests, in part owing to the delay between completing the test and receiving feedback. An excellent alternative to using standard multiple choice tests with scantron answer sheets is the Immediate Feedback Assessment Technique (IF-AT) which utilizes a “scratch and learn” answer sheet. IF-AT provides students with immediate feedback and allows for the assignment of part marks.
This presentation will highlight features of the IF-AT sheets, research reported by its developers and the presenter’s intended uses of IF-AT as it is implemented for the first time in 2010-2011.
Thinking You Can Do It: Inspiring Research Self-Efficacy in Graduate
Social Work Students
Nancy Freymond, Marina Morgenshtern, Liu Hong, Mark Duffie,
Faculty of Social Work, Wilfrid Laurier University
Although graduate social work students generally believe that research is important, learning about data analysis evokes considerable reluctance and anxiety. “I’m not good at math” and “I don’t remember anything from my undergrad” are common refrains.
Over the past three years, we have transformed the social work data analysis course into a mixed methods research project. Working in peer groups and supported by a differentially skilled research teaching team, students complete a quantitative and qualitative analysis of data they have generated. Students are encouraged to build on their existing skill level; products range from basic to sophisticated analyses.
The research teaching team also analyzes the data. In partnership with students, findings are presented at the annual Faculty of Social Work Research Forum and submitted for publication. A journal article, conference presentation slides, our 2011 syllabus and student feedback exemplars are available for exhibit.
As instructors, we model and promote the ‘doability’ of research. Relying on Bandura’s theory of self-efficacy, teaching strategies that nurture student research self-efficacy are preferred over technical skill development. Students who were anxious at the outset report new-found confidence in their ability to conduct future research.
Using Video Screencasts to Scaffold Student Learning
Joanne Oud, Instructional Technology Librarian, Wilfrid Laurier University
In this exhibit, I will demonstrate how screencasts (short online videos created by recording actions on your computer) can be used in higher education. The featured example will be a screencast created to help students develop research questions to assist in focusing their research papers. Learning is scaffolded in three stages:
1. Presentation of new information: information about research questions and how to create them
2. Reflection and Feedback: students are given criteria for good research questions along with examples of good and bad questions. They are then given sample research questions, are asked to evaluate whether each one is good or bad, and are given feedback.
3. Practice: students are asked to practice what they have learned by creating a research question using a worksheet which guides them through the process step-by-step.
The screencast allows students to do the activity on their own schedule and to review material as needed. Students who earlier could not choose a topic were able to come up with creative ideas and create a workable research question after this process. The workflow and process for creating screencasts, including software suggestions and best practices for pedagogy in multimedia will be discussed.
all the information from the poster and handout is at library.wlu.ca/digitalstudio/guides/screencasting
Place the Age or Age in Place: A Simulation for Use in Intensive Teaching Approaches
Lesley Cooper, Acting Principal/Vice-President Laurier Brantford,
Wilfrid Laurier University
Age in place or place the age is a specially written simulation used for teaching about aging, medical and community practice and decision making for older people. Students are required to make a decision about the care of two older gay men who live as a couple. One of these men has Alzheimer’s Disease. The other has just been admitted to hospital with a severe stroke, not able to talk or swallow. Each student was provided with a description of their specific character and provided with a description of relevant case material. All students were given general material about being old and gay prior to the courses and asked to research material for their specific character (e.g. how a speech therapists works with swallowing and speech disorders). The course was taught as an intensive format over a period of a week. During the morning sessions, students were presented with particular content about issues in the simulation and in the afternoon they were involved in the simulation. Assessment included a reflective comment after every simulation based on their character and then shared with other characters/students via email, an essay on a hot topic from the simulation (e.g. capacity assessment or autonomy) and a reflective essay based on the whole simulation. Students valued the learning experiences.
Applications of a Creativity Skill Set
Kathysue Dorey Pohrte, Ismet Mamnoon, Jenna Smith and Bonnie McKee
in collaboration with Susan Keller-Mathers, Buffalo State University
E. Paul Torrance, a seminal thinker in the field of creativity conducted longitudinal research on creativity spanning 50 years and developed of the Torrance Test of Creative Thinking. Based on his classic longitudinal studies of creative personality, Torrance developed a creativity skill set that provides a basic beginning vocabulary for guiding the deliberate teaching and learning of creativity. The skill set includes: Finding The Problem… Produce and Consider Many Alternatives… Be Flexible… Be Original…Highlight the Essence… Elaborate, But Not Excessively… Keep Open… Be Aware Of Emotions… Put Ideas Into Context… Combine And Synthesize… Visualize Richly And Colorfully… Enjoy And Use Fantasy… Make It Swing, Make It Ring… Look At It Another Way… Visualize The Inside… Breakthrough: Extend The Boundaries… Let The Humor Flow and Use It…and Get Glimpses Of the Future. In this poster session, a team of professionals from the International Center for Studies in Creativity will share their experiences using the creativity skill base in teaching and learning situations, and their knowledge of research support for teaching for creativity.
Applying Deliberate Creative Problem Solving Tools and Process in Education
Jane Dasher, John Logal and Marta Ockuly
in collaboration with Susan Keller-Mathers, Buffalo State University
Alex Osborn, an advertising executive with BBD&O coined the term brainstorming and developed a deliberate Creative Problem Solving (CPS) process in the 1940’s in Buffalo. Together with Sidney Parnes, a university professor, he continued the development and use of creative process and tools for divergent and convergent thinking in both business and educational settings. This poster session focuses on the seminal studies in higher education, curricular advancements and current developments of a Thinking Skills Model of CPS. A team of professionals from the International Center for Studies in Creativity will share their experiences using CPS, and their knowledge of research support for CPS and curricular applications in higher education and other educational settings. Impact on student learning and products/outcomes of the use of CPS in higher education will be shared.
A Teaching Model for Integrating Creativity into Content
Maisha Drayton and Catherine Skora
in collaboration with Dr. Susan Keller-Mathers, Buffalo State University
The Torrance Incubation Model of Creative Teaching and Learning (TIM) is one of the few models in the domain of creativity whose major purpose is the design and delivery of creativity content. It was developed by E. Paul Torrance to provide a model for integrating creativity content into other disciplines or content areas. Effective use of the model presupposes a skill base of pertinent concepts that are basic and necessary to teach as creativity content. Thus, using the TIM requires a clear understanding of the distinctions between the creative process of using the model itself and the creativity content it seeks to deliver. Since 1987, a deliberate initiative at the International Center for Studies in Creativity (ICSC) provided further development of the model, curricular applications, research and dissemination of TIM. Current work includes an updated book on TIM (Keller-Mathers) and an edited collection of TIM practitioners experiences (Keller-Mathers & Burnett). A team of professionals from ICSC will share their experiences using TIM, and their knowledge of research support for TIM and curricular applications in higher education and other educational settings. Impact on student learning and products/outcomes of the use of TIM in higher education will be shared.