Number 49

Emerging Issues andChallenges in CulturalDiversity

Spring 2008

Mapping Cultural Diversity inCanadian Higher Education

Canadian universities and colleges arebecoming more racially and culturallydiverse, reflecting the greater diversity inour society. This demographic change canbe attributed to changes in immigrationlevels and the increasing enrolment ofinternational students. The 2006 Census of Canada reveals that 19.8% of the totalpopulation were foreign-born—the secondhighest in the world after Australia(Statistics Canada, 2007). This demographicchange has transformed the studentpopulation in Canadian higher education.According to the Canadian UndergraduateSurvey Consortium, 16% of undergraduatestudents who were surveyed self-identifiedas visible minorities in 2005 (AUCC, 2007).

Canadian universities and colleges also hosta significant number of international students.In the last decade, the enrollment of interna-tional students has grown rapidly. In 2006,approximately 70,000 full-time studentswere registered in Canadian higher educa-tion institutions, representing 7% of full-timeundergraduate students and almost 20% offull-time graduate students (AUCC, 2007).They came from more than 200 countries inthe world, including China, USA, France,India, South Korea, Iran, Japan, Hong Kong,Mexico, and Pakistan. Together, these tencountries supply 60% of Canada’s interna-tional students.

1

Emerging Issues and Challenges inNurturing Cultural Diversity

Minority and international students bringtheir values, language, culture, andeducational backgrounds to our campusesadding to and enriching our educationalenvironments. Such profound social anddemographic changes have created newopportunities for development as well aschallenges for higher education.

One of these challenges is the fear ofdiversity (Palmer, 1998), partially resultingfrom a lack of knowledge and readiness toapproach cultural diversity. The currentcurriculum and teaching practice in highereducation, characterized by Eurocentricperspectives, standards and values, do notreflect the knowledge and experiences ofour culturally diverse student population.

In our daily encounters with culturaldiversity we are often confronted withcolour-blindness, a point of view that seescultural, racial, and ethnic background asirrelevant, and assumes that treating allindividuals the same will erase issues ofinequity and injustice (Solomon & Ravine-Lasky, 2003). Although this view is super-

ficially appealing because it seems to valueall individuals equally, it negates thehistories, backgrounds, and experiences ofdiverse cultural groups, and ignores theways in which these affect their experiencesin the learning environment.

The “difference as deficit” perspective isanother hurdle that we often face innurturing cultural diversity. Rather thanseeing difference and diversity as anopportunity to enhance learning by usingthe diverse strengths, experiences, know-ledge, and perspectives of students fromvarious cultural groups, the “difference asdeficit” model sees diversity ignored,minimized, or as an obstacle to thelearning process (Dei, 1996).

Toward Inclusive Teaching

To build an inclusive campus, we have anethical and educational responsibility toovercome these issues and challenges andintegrate cultural diversity into all aspectsof university life, including teaching andlearning. To achieve this goal, we needto reflect on our daily teaching practicesand ask the following questions:

1. What are the cultural and linguisticbackgrounds of my students?

2. What challenges have I faced inresponding to these differences?

3. Are my teaching methods andstrategies working, and do theyrespect and encourage diversity?

4. How relevant is my course contentto my students, and does it incorporatethe perspectives and world views ofminority groups?

Continued on page 3

Shibao Guo, University of CalgaryZenobia Jamal, University of Alberta

Diversity in a World of Learning

2Spring 2008

Recent Publicationsby STLHE Members

STLHE/SAPESBoard of Directors

Ex-Officio MembersJoy Mighty, PresidentJulia Christensen Hughes, Past PresidentAlan Wright, Chair, Publications CommitteeArshad Ahmad, Chair, Teaching AwardsBob Sproule, TreasurerAlex Fancy, Chair,

Council of 3M National Teaching FellowsTeresa Dawson, Chair

Educational Developers CaucusSecretary, Vacant

Electronic DiscussionDiscussion électroniqueThe STLHE electronic mail forum, activesince October 1988, supports the exchangeof opinions, ideas and experiences con-cerning teaching and learning in highereducation.

To subscribe, contact the list coordinator:Russ Hunt, email hunt@stu.ca or visitCommunication at www.stlhe.ca

Teaching and Learning in HigherEducation NewsletterNumber 49, Spring 2008Newsletter of the Society for Teaching andLearning in Higher Education/Bulletin de laSociété pour l’avancement de la pédagogiedans l’enseignement supérieur.

Successful Science and Engineering Teaching:Theoretical and Learning Perspectives:Innovation and Change in ProfessionalEducation is grounded in both quantitativeand qualitative educational practicesperformed over many years. The authortried to include enough background sothat the book could be used as a textbookfor a course in educational practice inscience and engineering.

Kalman, C. (2008) Successful Science andEngineering Teaching: Theoretical and LearningPerspectives: Innovation and Change inProfessional Education Berlin: Springer.

Spring 2008 Newsletter:“Diversity in a Worldof Learning”

Sandra BassendowskiUniversity of Saskatchewanslb638@mail.usask.ca

Corinne BeauquisUniversity of Toronto Scarboroughbeauquis@utsc.utoronto.ca

Sylvia RiselayAssistant/Layout Designer

Co-Editors/Co-éditrices:

STLHE / SAPESMcMaster UniversityHamilton, ON L8S 4K1 Canada

Email: riselays@mcmaster.caEditorial Associates: Joy Mighty,Rosalie Pedersen and Alan WrightAssistance: Sylvia Riselay

Copyright IssuesMaterial may be reprinted or copied forinstitutional use within Canada. Please noteappropriate credit and, as a courtesy to theauthor, forward two copies of the reprint toriselays@mcmaster.ca

If you have a recent publ icationyou would l ike to reference, orhave suggestions regarding thisNewsletter, please contact theco-editors.

This issue explores the theme “Diversity ina World of Learning”, and addresses thesubjects of cultural diversity, internationalcollaboration, diversity in measuringteaching effectiveness, and various uses ofpoetry.

Richard Gale, BCMargaret Wilson, ABKathy Schwarz, SK/MBDebra Dawson, ON SWNicola Simmons, ON CentralDenise Stockley, ON NEAnne-Marie Grandtner, Francophone QCDianne Bateman, Anglophone, QCLynn Taylor, NSShannon Murray, NL/NB/PEIJulie Weible, Mount Royal College,

Student Member-at-LargePeter Wolf, University of Guelph,

Regular Member-at-Large

3Spring 2008

In STLHE Green Guide #8, Cultural Diversityand Inclusive Teaching (Guo & Jamal, 2007),we explored a number of teaching strategiesthat can be used in building a culturallyinclusive teaching environment:

• creating a positive classroomenvironment that is inclusive of allstudents;

• diversifying curriculum content tomake it more relevant and meaningful;

• using appropriate instructional andassessment strategies and activities forlearning.

We encourage you to consult the GreenGuide for further details on how thesestrategies can be implemented in theclassroom.

Diversity in a World of Learning

continued from page 1

References

Association of Universities andColleges of Canada (AUCC).(2007). Trends in higher education:Enrolment. Ottawa, ONAUCC.

Dei, G.J.S. (1996). Anti-racismeducation: Theory and practice.Halifax, NS Fernwood Publishing.

Guo, S., & Jamal, Z. (2007). Culturaldiversity and inclusive teaching.London, ON: Society for Teachingand Learning in Higher Education.

Palmer, P.J. (1998). The courage toteach: Exploring the inner landscapeof a teacher’s life. San Francisco:Jossey-Bass.

Solomon, R.P., & Levine-Rasky, C.(2003). Teaching for equity anddiversity: Research to practice.Toronto: Canadian Scholars’ Press.

Statistics Canada. (2007). Immigration inCanada: A portrait of the foreign-bornpopulation, 2006. Ottawa: StatisticsCanada.

4Spring 2008

Bridge Project: British Degrees in Russia

Maria PontoKingston University, United-Kingdom

Following meetings between leaders of theUnited Kingdom (UK) and Russia in 2004, itwas agreed that the UK would help RussianHigher Education align with the BolognaProcess. A Bologna Process has existedsince the 1960s; however, the most recentBologna Agreement signed by the 29European Countries in 1999 aims tostandardise European education through theintroduction of transferable credits for bothBachelor and Master degrees.

The British Government allocated twomillion pounds (£2M) towards the BridgeProject and appointed the British Councilto manage the Project on behalf of theDepartment for Education and Skills. TheBridge 1 projects (seven projects in total)were allocated in January 2005. Theywere followed by nine Master of Science(MSc) and eight Continuing ProfessionalDevelopment (CPD) Bridge 2 Projects inMay 2005, and Bridge 3/Bridge 4 Projectsin 2006.

I put in a bid on behalf of The School ofNursing, Faculty of Health & Social Care

different universities, and two differenteducational systems. Teaching is delivered inEnglish with simultaneous oral translationand slides translated into Russian. There arecurrently 24 MSc students in St. Petersburgand 19 students at Kingston University. Theoption of a self-funded Russian placement,offered to KU students, is also provingattractive. This option was offered also tothe Russian students and four students visitedKU last autumn. The course, so far, has beenwell evaluated by students in both countries.

The project is coming to an end this yearand discussions are taking place regardingfuture support. The plan is for the Russianteachers to take over all teaching, which upto now has been equally divided. FHSCSwould however maintain a consultancy role.Participation in this project has been veryworthwhile and FHSCS staff members arekeen to continue with their involvement,particularly as we have been very fortunatewith the recruitment of highly motivatedstudents.

Sciences (FHSCS) and was awarded£69,000 under the Bridge 1 Project todesign, develop, and run a Master’s programbetween Kingston University (KU) andPavlov State University, St Petersburg,Russia, based on the Master’s by LearningContract. There was only one healthcareproject allocated under Bridge 1. I hadcollaborated with Pavlov State Universitysince 1997 on a number of successivestroke projects and knew the Russian staffvery well. This made joint bidding forBridge 1 possible.

Following the allocation of money, twoteams of staff (one in each country) wereidentified to work on this project. Thecourse was written and validated inSeptember 2006 and now there are twocohorts of students in each country. Theproject only required the course to run inRussia, but because there was enoughinterest in the course at Kingston University,we decided to run the course in the UK also.

Managing this project has been a challengein terms of meeting the regulations of two

5Spring 2008

Crouching Professor, Hidden Peer Evaluator

Ronald A. BerkProfessor EmeritusThe Johns Hopkins University

Surveys over the past decade have foundthat 86% of U.S. liberal arts college deansand 97% of department chairs use studentratings for summative decisions. There havealso been more than 2,000 studies on thetopic.

With student ratings as the near universalbarometer of teaching effectiveness, facultyevaluation has been trapped in a metaphori-cal cul-de-sac. Recently, however, there hasbeen a trend toward augmenting thoseratings with other data sources that canserve to broaden and deepen the evidencebase (Arreola, 2007; Berk, 2006; Knapper& Cranton, 2001; Seldin, 2006). In fact,more than a dozen other sources havebeen identified (Berk, 2006).

Among those sources is peer review, whichhas increased in use over the past severalyears. Currently, more than 46% of U.S.colleges use peer observation and 37% usepeer review of course materials for summa-tive decisions. These results complementrather than replace student ratings. So,why is peer review on the rise? Thisarticle examines its rationale, components,and top10 reasons faculty resist. By theend, you will be able to judge its merits.

Peer Review of Teaching

RationaleIf teaching is to be recognized and rewardedas scholarship, it should be subjected to thesame rigorous peer review process towhich a research manuscript is subjectedprior to being published in a refereedjournal. In other words, teaching should bejudged by the same high standard applied toother forms of scholarship: peer review.

Two ComponentsPeer review of teaching is composed of twoactivities: peer observation of in-classteaching performance and peer review ofthe instructional materials. Peer observationof teaching performance measures thoseaspects of teaching that peers are betterqualified to assess than students, althoughthere may be some overlap between the

review. Many can be corrected to minimizebias and unfairness and to improve therepresentativeness of observations.However, there is consensus by experts onreason 10. The confidentiality of the peerreview for teaching improvement must bepreserved. In fact, 60 years of experiencewith peer assessment in the military andprivate industry found that employeesaccept peer observations when the resultsare used for constructive diagnostic feed-back instead of as the basis for supervisorydecisions. If peer review results are to beemployed for both formative and summativedecisions, those uses must be planned inadvance and agreed upon by all parties, withdifferent reports prepared for each decision.

Is Peer Review Worthy ofConsideration?

Peer review has been accepted as alegitimate strategy for providing meaningfuldata for teaching improvement. There areavailable resources on how to constructpeer rating scales (Berk, 2006) and design apeer review system (Chism, 1999). Despitethe challenges and limitations addressedpreviously, it can serve as a valuable sourceof evidence as part of a multisource assess-ment of teaching for both formative andsummative decisions.

scales. Peer review of teaching materialsmeasures the quality of the course syllabus,instructional plans, texts, handouts, tests/projects, CDs/DVDs, and similar artifacts.This review is less subjective and more cost-effective, efficient, and reliable than peerobservations. However, both forms of peerreview should be included in a comprehen-sive system.

Top 10 Reasons Faculty ResistUnfortunately, there is considerable resis-tance by faculty to in-class peer review (PR)for some of these reasons and perceptions:

1. Observations are biased because theratings are personal and subjective (PRof research is blind and subjective);

2. Observations are unreliable (PR ofresearch can also yield low inter-reviewer reliability);

3. If only one observer does a peer review,it is considered unfair (PR of researchusually has three reviewers);

4. In-class observations take too much time(PR of research can be time-consuming,but determined at the discretion of thereviewers);

5. One or two class observations do notconstitute a representative sample ofteaching performance for an entirecourse (Three PRs are notrepresentative);

6. Only students who observe an instructorfor 40-plus hours over an entire coursecan really evaluate teachingperformance;

7. Available peer rating scales do notmeasure important characteristics ofteaching effectiveness;

8. Faculty members believe that theobservations probably will not have anyimpact on their teaching;

9. The observations are a waste of timebecause teaching is not valued as muchas research (PRers of research mightagree);

10. Observation data are inappropriate forsummative decisions.

Most of these reasons are legitimate, basedon how different institutions execute peer

References

Arreola, R. A. (2007). Developing acomprehensive faculty evaluationsystem (3rd ed.). Bolton, MA: Anker.

Berk, R. A. (2006). Thirteen strategies tomeasure college teaching. Sterling,VA: Stylus.

Chism, N. V. N. (1999). Peer review ofteaching: A sourcebook. Bolton, MA:Anker.

Knapper, C., & Cranton, P. (Eds.). (2001).Fresh approaches to the evaluation ofteaching. San Francisco: Jossey-Bass.

Seldin, P. (Ed.). (2006). Evaluating facultyperformance. Bolton, MA: Anker.

6Spring 2008

Poetic Summaries: Skimming the Depths

Nicola SimmonsUniversity of Waterloo

How many times have you started adiscussion about assigned readings, only tofind that some of the students have not readthe material? I always find the student res-ponses frustrating. Their lack of preparationhas an impact on the other students as wellas on my general response in the classroom.In addition, it often seems difficult to getstudents reading for deep understanding orgreater comprehension of content. Whilethey may claim to have ‘done the reading’,most have only skimmed the surface.

In 2007, The Toronto Star ran an item aboutfinding poetry in newspaper articles (Grice,2007). The idea is to take any newspaperarticle and cross out words until all thatremains is a ‘blackout’ poem. I wonderedwhether I could tailor the idea for thereadings in my course. Could the idea offound poetry help students grasp theessence of articles? I tried my plan in the firstclass to introduce the course readings. I toldthe students I was going to hand out shortarticles that they would have five minutes toskim. Their task was to find two or threephrases that identified the essence of thearticle or that were particularly compellingto read. The students were instructed tofind phrases of about five consecutive wordsthat might appear in the introductory orconcluding paragraphs in each section.

I then asked the students to form groups offour to six and I gave them five minutes toreview their phrases. Although studentssuggested that they needed more time tocomplete the activity, I encouraged them tocomplete the activity within the given timeframe. I asked them to choose up to fivephrases among those they had selected andto list them in any order they wished on anoverhead. Based on the work that thestudents completed, I have chosen two‘poems’ to illustrate the variation in thegroup responses. Each poem is unique andyet each startlingly captures the essence ofthe article.

The students’ response on hearing theresults of the activity was complete silence.In the analysis of the activity, the students

Role of Reflective Practice (Stronge, 2002)

Thoughtfulness about one’s own teachingEffective teachers continuously practice self-evaluation

Effective teachers monitor their teachingCrucial to lifelong learning

By Meredith Arnold, Shannon Hagarty, Katelyn Gray, and Ashley Clark*

IntrospectiveReflective practices are crucialEffective teachers aren’t afraid

Continuously practice self-evaluation and self-critiqueThoughtful reflection translates

The process requires open-mindednessBy Justin Dupuis, Tina DaSilva, Alissa Fairbarn, Karyn Humenuk, Kaitlyn Hunt,

and Leeann Esposto

Teaching Logs (Brookfield, 1995)

Are conspicuous by their absenceTriggers to your emotional peaks

Events that excite or enrageEmotional and cognitive rhythms

Help you develop insightBy Marianne Goed, Katie Langenberg, Andrea Kardasz, Bridget Minten, and Amber Zagar

Becoming a critically reflective teacherYou’ll become more aware

Confirm or contradict our assumptionsRealize several things about yourself

On his or her consciousnessBy Sarah Beckett, Sara Ferguson, Kim Bergsma, Andrew Harwood, and Angela Morin

indicated that the technique was helpful indeciding whether an article was worthreading more deeply. Many students came inthe next week wishing to discuss the articlesfurther and although I had not asked them todo any additional work with the poems theyhad gone home and read the articles in theirentirety.

In another class, student groups were askedto prepare summaries of book chapters soeach student might know which chapter(s)would be useful for their research papers.I asked the groups to try the ‘poetrysummaries’ technique and write theirpoems on the chalkboard. Suddenly, we hada compelling picture of the diversity of thechapters and students quickly identified

which would be of particular use tothem. I am not suggesting that the poetrysummaries replace deep reading of anassigned text. They do, however, givestudents a point of entry to the readings,allowing them to apply their own creativityto reading summaries, and demonstrate thateven five minutes can get at the essence of areading.

*Note—I would particularly like to thankthe students in my course ‘Reflection onPractice’ for allowing me to share theirwork. I wish space had permitted me toinclude all the poems. I would also like tothank my colleague, Trevor Holmes, for hishelpful comments during the preparation ofthis article.

7Spring 2008

Postcard Poetry: Teaching Literary Criticism through Creative Writing

Chris Koenig-WoodyardUniversity of Toronto

For the last three years, I have been offeringstudents the option of submitting a creativewriting assignment for English 201, ReadingPoetry, and English 202: British Literature(Medieval to Romantics)— that of a postcardpoem. In the gateway courses to the Englishmajor, students are introduced to the historyof English literature as they build interpre-tive and writing skills.

The courses attract budding poets andrappers, and I wanted an assignment thatapproached the study of poetry from a freshperspective and that fit the mix of English,Drama, and Fine Arts majors who typicallyenrolled in courses at the University ofToronto at Mississauga. The goal is toconnect the students’ creative energies tolectures, class discussions, and assignmentsin the framework of the courses’ educationalgoals. My regular reading of the websitePostsecret (postsecret.blogspot.com/), an“ongoing community art project wherepeople mail in their secrets anonymously onone side of a homemade postcard,” offereda key part to the Poetry Postcard assignment.The Postsecret authors, it struck me, arepoets of a sort.

The physical size of a postcard requiresbrevity of expression and fosters a poeticand linguistic spirit that I draw upon toencourage students to be evocative,suggestive, musical, and semantically playfulas they explore metaphor, imagery, persona,narrative, and versification. The textual and

the visual interplay between the front andback of the postcard guides the imagisticand metaphoric eye of many first-time poets.The postcard image offers possible stories,objects, characters, or events the studentscan literalize in their poem or write acounter-narrative as they make decisionsabout persona, point of view, and weightone and atmosphere.

Postcard Poetry is comprised of three parts—two poems (one a postcard poem) and ashort essay:

1 Students write a poem of at least 15lines from a set list of words comprisedof simple nouns and verbs—of commonobjects. The words encourage studentsto play with ordinary language and breakfree from conventional descriptionsbased on natural or logical associationsof objects, emotions, and physical act-ions, and the idiomatic use of language.

2 The poetry postcard. Students makeor buy a postcard, and write a poem,of at least 15 lines on the back or frontof the card. The poem is worked upthrough several drafts, and is inspiredby or responds to the image on thecard. This could entail a commentaryon the picture on the image-side of thecard. As students work through drafts,we discuss writing techniques thatgrow out of the experience of the word-list poem.

3 The final part of the assignment is a shortessay about the poetry postcardprimarily, and the word-list poemsecondarily. The students write aboutthe evolution of their poems, explainingrevisions and creative decisions inpersonal, formal, and interpretativeterms. In doing so, students engage thevery issues of interpretation and poeticconstruction that are considered whenreading for the courses. The goal of theessay is to encourage students to thinkabout the ways in which their wordchoice, their construction of persona,poetic narrative, image, and metaphorconnect to an audience.

A large number of students enrolled inthese English courses write the PoetryPostcard assignment; however, not until I ledby example and wrote one myself. All ofthem reported that the assignment requiredfar more time than a conventional essay—up to four times as much. Many studentscommented that they were happy to investthe time that the assignment brought to lifethe critical and interpretive skills we werehoning in the classes. A few speak of itas a defining experience in their universitycareers.

Postcard Poetry is an ongoing, onlineanthology: www.utm.utoronto.ca/~woodyar1/postcard.htm

8Spring 2008

President’s Report

Joy MightySTLHE PresidentQueen’s University

I am thrilled to be writing this message forthe Spring 2008 edition of Teaching andLearning in Higher Education because itsignals that one of the harshest andseemingly longest winters in recent Canadianhistory is, thankfully, well behind us. Springis an opportune time for reflection on theachievements and challenges of the pastacademic year and on the hopes andaspirations for the new one. As theharbinger of summer, spring also increasesour anticipation of the biggest event in theSTLHE calendar, our annual conference.I am particularly excited about this year’sconference, hosted by the University ofWindsor (June 18 to 21), because its theme,“A World of Learning”, so aptly captures theessential diversity of STLHE.

This year’s Conference promises to be trulyexciting as we explore the implications ofglobal diversity for our post-secondaryinstitutions. STLHE highly values theprinciple of diversity. Indeed, our missionand strategic directions are firmly rooted inthe belief that no one size fits all. We striveto infuse diversity into all of our activitiesand programs, whether we are advocatingfor improvement in the quality of teachingand learning, encouraging inclusivity in our

individual and institutional memberships,establishing and maintaining partnershipswith other national and internationalorganizations that share our values andobjectives, or promoting the scholarship ofteaching and learning as one of the manytypes of scholarships in which our membersare involved. We are therefore very excitedat the prospect of critically examining duringthis year’s Conference how we mightincrease awareness of and incorporate theprinciples of diversity into the structures,curricula, learning environments, andteaching and learning processes in our post-secondary institutions so that all students,regardless of who or where they are, mayhave an equal chance to learn and beacademically successful. I look forward toseeing you and joining your engagingconversations in Windsor.

I especially hope to see you at the AnnualGeneral Meeting (AGM) which will be heldduring the STLHE Conference on Friday,June 20, from 3:45 to 4:45 pm. The diversitythat we value is particularly evident at theAGM which provides an opportunity foryou to meet the Board members you haveelected to represent Canada’s geographicdecisions that affect the operations of theSociety. We greatly appreciate yourparticipation which keeps our Societyvibrant and sustains our shared commit-ment and institutional diversity and to hearupdates on the various activities that theBoard coordinates on your behalf. It alsoallows you to participate in importantdecisions that affect the operations of theSociety. We greatly appreciate yourparticipation which keeps our Societyvibrant and sustains our shared commit-ment to enhancing the quality of teachingand learning in higher education. enhancingthe quality of teaching and learning in highereducation.

If the goal of promoting diversity in a worldof learning is the ultimate transformation of

our post-secondary institutions, then STLHEmust model the vision in all aspects of ouroperations, including our annual conference.I am pleased to see that the planning team atthe University of Windsor has modelleddiversity not only in the selected topics,presentation formats, and speakers, but alsoin its green conference initiative. I commendthe team for seizing the opportunity of theglobal theme to take steps to minimize ourenergy consumption and to lighten theSTLHE conference footprint on theenvironment. Congratulations to theUniversity of Windsor on this exemplaryinitiative!

On your behalf, I also take this opportunityto thank this year’s STLHE Conference Co-Chairs, Alan Wright and Pat Rogers, andtheir extraordinary team of enthusiasticvolunteers, for the exciting Conference theyhave planned for us. I look forward to joiningthem in welcoming you to “A World ofLearning.”

9Spring 2008

EDC CornerTeresa DawsonEDC Chair, University of Victoria

I would like to extend a warm welcome tothose people who recently became newmembers of the EDC. One of the hallmarksof any good organization is its ability to keepexperienced members interested and toattract new people who will take us forwardin different ways. In this regard, it has beena dynamic year for us. It was wonderful tosee so many new faces at our annualconference this past February in Vancouverexamining the theme, “Spanning the Careerof an Educational Developer.”

One of the trends I have recently noticed isthe unprecedented number of job opportuni-ties arising for educational developers inCanada. Since there is no established“professional qualification” conferring thestatus of educational developer upon us, thistrend continues to highlight the crucial issueof how to attract new members to theprofession and support their professionaldevelopment and training. In short, how dowe support and create the next generation?

I am delighted to see EDC represented byan increasingly wider range of institutions,and that this year’s Conference partnershipillustrated how much colleges, universitycolleges, and universities have in commonwhen it comes to educational development.The Executive is currently entertainingproposals to host the 2009 conference.Email me at tdawson@uvic.ca if this is ofinterest to you.

Congratulations to Ruth Rogers (DurhamCollege) and Jeanette McDonald (WilfridLaurier University), who have been electedto the Executive as Secretary and Vice-Chair, Communications. Congratulationsalso go to to Janice MacMillan (DurhamCollege), our Treasurer, for presenting abalanced budget ahead of the fiscal year—a real achievement.

I have begun to post my regular reports tothe website. Please visit the EDC atwww.mcmaster.ca/stlhe/edc.html

This question made the theme of this year’sConference particularly timely as theOpening Plenary began with a dynamic newteam of scholars, with a fresh vision,studying pathways into our profession.

The Closing Plenary was presented by GaryPoole (Past-President, STLHE)—a personwho knows better than anyone how to tellthe story of educational development inCanada, and how to help us draw lessonsfrom our history with wisdom and perspec-tive. These speakers, and the many informa-tive sessions and activities, encouraged us tothink more creatively about the future—both individually and collectively.

Thank you to Christine Kurbis (Simon FraserUniversity) and Alice Macpherson (KwantlenUniversity College), along with their respec-tive teams, for all their diligent work inbringing the Conference to us, in partnershipwith Alice Cassidy, EDC ExecutiveVice-Chair, Professional Development.

Council of 3M National Teaching Fellows

Alex Fancy, ChairMount Allison University

These are exciting times! When we meet inWindsor, Ontario in June 2008, we will markthe fifth anniversary of our formation, launchour second book, and move to the nextphase in planning our next big endeavour:the National Narratives Project (workingtitle).

On June 18th, 2008, we will hold our sixthassembly, in conjunction with the fifth Multi-national Forum of Teacher Scholars, andproceed to the next planning stage of aproject that will bring together groups ofteachers who will shape and share storiesabout critical incidents, transformativemoments, and other significant events. Ourgoals will be to explore the scholarship ofteaching and learning, build community, andpromote change.

How can it be that five years have passedsince forty-two 3M Fellows met in Toronto,Ontario, to discuss formal ways of harnes-sing the energy and rich experiences of ourFellowship? Thank you to 3M Canada, tothe individuals who made it happen, to theindividuals who continue to energize theCouncil, and those who make significantdifferences at critical moments along theway.

Good luck to Ron Smith, our Chair-elect,and to those who will help him lead theCouncil: (Arshad Ahmad, Don Cartwright,Maureen Connolly, Ron Marken, AlineGermain-Rutherford and Sylvia Riselay).

And special thanks to Anna Lathrop, ClaudeLamontagne, Guy Allen, and Clarissa Green

who have served our Executive Team withcommitment, skill, and knowledge.

We hope everyone who attends the STLHEConference will purchase a copy of Silencesin Teaching and Learning, at the specialConference rate of twenty dollars.

I am looking forward to seeing you in June2008!

10Spring 2008

Message de la présidente

Joy MightyPrésidente de la SAPESUniversité Queen’s

Il me fait grand plaisir d’écrire ce messagepour le bulletin du printemps 2008 de laSociété pour l’avancement de la pédagogiedans l’enseignement supérieur, car celasignifie qu’un des hivers les plus rigoureux et,apparemment, un des plus longs de l’histoirecanadienne est heureusement terminé!Le printemps est le moment idéal pourréfléchir aux réalisations et aux défis del’année universitaire qui vient de s’écouler,ainsi qu’aux aspirations pour l’année à venir.Le printemps ne fait pas qu’annoncer l’été;• il nous signale aussi la tenue prochaine del’événement le plus important dans lecalendrier de la SAPES : notre conférenceannuelle. Je me réjouis tout particulièrementde la conférence de cette année, qui aura lieudu 18 au 21 juin, dont le thème de« L’univers de l’apprentissage » concordetout à fait avec le principe essentiel dediversité au cœur de l’action de la SAPES.

Organisée par l’Université de Windsor, laconférence de cette année promet d’êtretrès intéressante puisque nous étudieronsles répercussions de la diversité mondialesur nos établissements postsecondaires.La SAPES valorise fortement le principe dela diversité. En effet, notre mission et notreorientation stratégique sont solidement

ancrées dans la conviction qu’il n’existe pasde solution universelle. Nous nous efforçonsd’intégrer la diversité dans tous nosprogrammes et nos activités, que ce soitpour promouvoir l’avancement de la qualitéde la pédagogie, encourager l’inclusivitéchez nos membres (qu’il s’agisse d’individusou d’établissements d’enseignement), établiret maintenir des partenariats avec desorganismes nationaux et internationauxpartageant nos valeurs et nos objectifs, oupromouvoir l’art de l’enseignement et del’apprentissage, parmi les nombreux typesd’activités dans lesquelles nos membres sontengagés. Nous sommes donc ravis d’avoirl’occasion d’examiner d’un point de vuecritique, lors de la conférence de cetteannée, les moyens par lesquels nouspourrions mieux faire connaître et intégrerles principes de diversité aux structures,aux programmes, aux milieux d’apprentis-sage et aux processus servant à l’enseigne-ment et à l’apprentissage dans nos établisse-ments postsecondaires de façon à ce quetous les étudiants, peu importe qui ils sont etoù ils se trouvent, puissent avoir des chanceségales d’apprendre et de réussir leursétudes. J’espère avoir le plaisir de vous ren-contrer et de discuter avec vous à Windsor.

J’espère plus particulièrement vous voir àl’assemblée générale annuelle de la SAPES,qui aura lieu durant la conférence, levendredi 20 juin, de 15 h 45 à 16 h 45. Ladiversité, qui nous est si chère, sera mise enl’évidence lors de l’assemblée générale,puisque vous pourrez saisir l’occasion d’unepart, de rencontrer les membres du conseilélus par vous pour représenter la diversitégéographique institutionnelle du Canada et,d’autre part, de faire le point sur les différen-tes activités que le conseil d’administrationcoordonne en votre nom. L’assembléegénérale permet également de prendre partà d’importantes décisions relatives auxopérations de la société. Nous apprécionsgrandement votre participation, qui insuffledu dynamisme à notre société et permet demettre en pratique notre engagement à

améliorer la qualité de l’enseignement et del’apprentissage dans l’enseignementsupérieur.

Si l’objectif de promouvoir la diversité dansun univers d’apprentissage est l’étape ultimedans l’évolution de nos établissementspostsecondaires, la SAPES se doit de donnercorps à cette vision dans tous les aspects deses activités, y compris lors de la conférenceannuelle. Je suis heureuse de constater quel’équipe de planification de l’Université deWindsor a su appliquer le principe de ladiversité non seulement dans le choix desthèmes, des formats de présentation et desconférenciers, mais également dans soninitiative de conférence verte. Je félicitel’équipe d’avoir mis à profit le choix d’unethématique axée sur le monde pour prendredes mesures visant à réduire notre consom-mation d’énergie et à alléger l’impact de laconférence de la SAPES sur l’environnement.Félicitations à l’Université de Windsor pourcette initiative exemplaire!

Enfin, je profite de cette occasion pourremercier en votre nom les coprésidents dela conférence, Alan Wright et Pat Rogers,ainsi que leur fabuleuse équipe composée debénévoles enthousiastes, d’avoir organisécette intéressante conférence. Je me joins àeux pour vous souhaiter la bienvenue dans « un univers d’apprentissage ».

11Spring 2008

Conseil des récipiendaires du Prix national d’enseignement 3M

Alex FancyPrésident

A Windsor en juin, nous fêterons notrecinquième anniversaire, nous lanceronsnotre deuxième livre et nous entamerons laprochaine phase d’une initiative importante:the National Narratives Project (titreprovisoire en anglais).

La conjoncture est passionnante! Le 18 juinse tiendra notre sixième assemblée, quiencadrera le cinquième forum sous l’égidedu Multi-national Forum of Teacher Scholarset, lors de cette rencontre, nous planifieronsun projet qui réunira des groupes d’enseig-nant.e.s souhaitant raconter, rédiger etpartager des histoires vécues: des incidentsmarquants, des événements transformateurset autres moments importants. Nousviserons l’exploration de l’apprentissage etde l’enseignement, l’évolution de noscommunautés et le changement.

Quarante-deux personnes s’étaientretrouvées à Toronto pour élaborer desstratégies permettant de canaliser notreincroyable énergie collective, ainsi que ladiversité et la richesse de nos expériencesaussi riches que diverses… il y a déjà cinqans!

Nous exprimons notre reconnaissance àbeaucoup de personnes pour leur vision, leurénergie et leur capacité à faire une différenceaux moments critiques de cette aventure desplus exceptionnelles. Nous leur devonsbeaucoup. Et merci à la compagnie 3MCanada, sans laquelle nous n’aurions puentreprendre ce beau projet.

Bonne chance à Ron Smith, notre Président-élu, et aux membres de son équipe (ArshadAhmad, Don Cartwright, Maureen Connolly,

Aline Germain-Rutherford, Ron Marken etSylvia Riselay). Et un grand merci à AnnaLathrop, à Claude Lamontagne, à Guy Allenet à Clarissa Green, pour toutes leurs bellescontributions au sein de notre équipe dedirection.

Nous espérons que vous achèterez unexemplaire de Silences dans l’académie, quenous vendrons lors du congrès de la SAPES ;vous profiterez du prix spécial de vingtdollars.

Rien de plus important, en guise deconclusion, que de féliciter les Professeurs3M de 2008, et de leur souhaiter labienvenue !

Le coin du Réseau des formateurs en pédagogie de l’enseignement supérieur

Teresa DawsonPrésidente

Tout d’abord, j’aimerais souhaiter labienvenue à tous les nouveaux membres quise sont dernièrement joints à nous. Unebonne organisation se distingue par sacapacité à maintenir l’intérêt de sesmembres chevronnés tout en attirant denouvelles personnes qui l’entraîneront dansdes directions encore inexplorées. À cetégard, le Réseau a connu une année bienremplie. Il a été formidable de voir autant devisages jusqu’alors inconnus lors de laconférence annuelle tenue à Vancouver enfévrier 2008, sous le thème « Embrasser lacarrière de formateur en pédagogie del’enseignement supérieur ».

Récemment, j’ai remarqué une augmentationsans précédent, qui n’est probablement passans lien avec ce qui précède, du nombred’emplois offerts pour les professionnelsde la pédagogie universitaire, cela partoutau Canada. Bien qu’il n’existe aucune« qualification professionnelle » établie qui

confère le statut de professionnel de lapédagogie, cette tendance continue demettre en évidence la question cruciale liéeà la façon dont nous attirons de nouveauxmembres et appuyons leur formation et leurcheminement professionnel, ce qui renvoieen bref à notre façon d’aider et de former laprochaine génération. Dans ce contexte, lethème de la conférence de cette année étaitparticulièrement pertinent. En effet, la séanceplénière d’ouverture a commencé avec unenouvelle équipe d’universitaires dynamiquesqui étudient, avec des perspectives d’avenirdifférentes, les parcours associés à notreprofession. La plénière de clôture s’estterminée avec une présentation donnée parla personne sans doute la mieux placée pourraconter l’évolution de la formation enpédagogie au Canada et pour nous dire,avec sagesse et ouverture d’esprit, com-ment tirer des leçons de notre histoire. Ils’agissait de Gary Poole, ancien président dela SAPES. Les allocutions ainsi que les

nombreuses activités et sessions d’informa-tion présentées lors de la conférence nousont encouragés, tant individuellement qu’àtitre collectif, à faire preuve de créativité àl’égard de l’avenir.

Je remercie Christine Kurbis et AliceMacpherson, ainsi que leur équipe del’Université Simon Fraser et du Collègeuniversitaire Kwantlen, qui ont accompliavec diligence les préparatifs de la confér-ence en partenariat avec Alice Cassidy, notrepremière vice-présidente au perfectionne-ment professionnel. Je suis ravie de constaterque le Réseau des formateurs en pédagogiede l’enseignement supérieur est représentépar un éventail d’établisse-ments de plus enplus large. Le partenariat auquel a donné lieula conférence de cette année a fait ressortirce qu’ont en commun en matière dedéveloppement pédagogique les collèges,

suite page 15

12Spring 2008

Call for Newsletter Submissions

Please submit your articles, book reviews, photos, and other teaching and learning newsto the co-editors for consideration in the STLHE Newsletter. Submissions must be inaccordance with STLHE Newsletter Writing Guidelines and must relate to the issuetheme. The themes are as follows:

Teaching Tip:Teaching Square

Teaching Square is a faculty developmentprogram that is simple to implement andnets positive results. The basis of theprogram is simple. Four instructors fromdifferent disciplines (the square) visit eachother’s classes to observe teachingmethods, attitudes, classroom materials,and classroom management. This is a non-evaluative process, in that they observethese classes in order to learn techniquesto improve their own teaching.

Afterwards, the instructors get together toreflect on the positive aspects they havelearned and how they might implementsome of the strategies and techniques theyobserved. It takes about eight weeks persemester, but the time required by facultyaverages seven to ten hours in total. For more information contact:

Janice MacMillanProfessional Development FacilitatorDurham CollegeJanice.macmillan@durhamcollege.ca

Maureen WidemanSr. Instructional DesignerUniversity of Ontario Institute of Technologymaureen.wideman@dc-uoit.ca

STLHE Newsletter Writing Guidelines

Articles will be reviewed by the co-editors and Editorial Associates, including the Presidentof STLHE and the Chair of Publications. As a general rule, there are some changes forconsistency of text within an issue, and for length. Previous issues are available at:www.mcmaster.ca/stlhe/publications/newsletter.html

1. Remember the focus for audience is the STLHE Membership• The membership includes faculty and educational developers / instructional

developers, but is also comprised of post-secondary administrators, librariansand students.

• The focus of all material is teaching and learning in higher education.• The audience background is very diverse (i.e. many discipline areas, different

countries, different levels of experience, etc.).2. Topic• Each issue has a theme. Articles related to the theme will be given preference

within an issue, however, some articles of general interest may be included evenif they are not related to the theme.

3. Tone and Format• The tone should be appropriate for a newsletter.• Preference for practical articles with elements that people can use.• A strong, catchy beginning to an article is more effective.• Paragraphs are generally short, to help with visual scanning.• Sentences that are short and in the active voice are generally preferable.• Use bullets, charts, or figures when they will help a reader with scanning an article.• Headings and sub-headings are helpful, particularly in articles that are over 300

words in length.• The article should be easily read by people from a variety of disciplines, so jargon

specific to one discipline should be avoided.• Spell out all acronyms the first time, i.e. Society for Teaching and Learning in Higher

Education (STLHE).4. Length• 300 words to a maximum of 800 words.

5. Reference Style• Some references can be included as appropriate (they are not required), but this is

not a scholarly paper.• Use APA style for consistency within the issues.

6. Include a picture if possible• Pictures of the author or of a topic relevant to the article are helpful to readers.• Photos and images should be submitted electronically as a tiff or jpeg (300 dpi

minimum).7. Title• Include a draft title. This may be adapted, but it is helpful to the co-editors.

Fall (October/November) - Teaching and Learning with Emerging TechnologiesSubmission due date: August 30, 2008

Winter(February/March) - Creative Approaches to TeachingSubmission due date: January 3, 2009

13Spring 2008

International ColumnMathew L. Ouellett, Past-PresidentProfessional and Organizational Development Network in Higher Education (POD)

This article is part of an ongoing internationalexchange among the presidents of the societiesfor teaching and learning from Canada,Australia, and the United States.

Matthew Ouelett’s term as president ranMarch 2007 to March 2008. Virginia Lee isthe current president.

More and more, education developers areembracing a systemic view of our roles inhigher education. We regularly collaborateon a full complement of initiatives spanningour institutions’ commitment to excellence inteaching and learning. Examples of suchchallenges include program and department-based assessment of teaching and relatedaccreditation processes, post-tenure review,diversity, instructional technology andmeasures designed to address student andfaculty recruitment, retention, and success.By nature of the values, goals and skillsassociated with success in our work, wehave created rich, interdisciplinaryrelationships with a broad range of campusconstituents, and have consulted researchand practice-based literatures from thenatural, social and behavioral sciences andfine arts. However, to date, our relationshipswith the “first responders” to campusemergencies (i.e., police and medical serviceproviders) and our understanding of theprinciples and practices that guide them arefar less developed and this must change.

Like many of my colleagues, I have keptinformed about and taken the time to reflecton the implications of tragic events such astsunami, shootings, hurricanes anddevastating accidents at the local, nationaland international levels. Often, I have beenprivileged to think of these events as distant,isolated incidents. Sadly, this parochialapproach is no longer a viable or acceptableperspective. In the American context, a partof this shift in thinking has come from thebookend experiences of my tenure as PODpresident: the shooting deaths at VirginiaTech University, Northern Illinois Universityand Louisiana Technical College. And it isalso derived from international travel andrecent experiences with colleagues in SriLanka, which taught me that the impact ofthe December 2004 tsunami is stillunfolding.

Regrettably, we have an increasinglysophisticated understanding of what facultyand instructional developers can offer in theaftermath of such crises. And influentialjournals and newspapers in higher

education, such as Chronicle of HigherEducation, are closely following thedevelopment of legislation and policiesbeing developed to guide campus-basedemergency action planning strategies. Whilesuch plans are essential, I suggest that theyare not the whole of it. Nancy Polk, ourPOD colleague from Virginia Tech, hasoffered that, “…if I had to make onerecommendation regarding resources, itwould not be something to read, it wouldbe to provide an opportunity or venue forfaculty to support and be supported byother faculty.” We know intimately the valueof community in the aftermath of tragedy—the importance of reaching out andaccepting help from each other. I hope that,as members of faculty and educationdevelopment communities in highereducation, we will watch out for eachother and help each other to get whateversupports each of us needs in such times.

Such events will continue and, I think, wemust also set ourselves to the tasks ofdeveloping the research and practice-basedskills to proactively provide a scaffold ofconscious, intentional and helpful actionsbefore such circumstances unfold. We knowthat students and instructors alikeexperience distress in the wake of tragedies.Early results of research also appear toindicate the importance to long term mentalhealth of active coping strategies for use inthe immediate aftermath (Silver, 2002).What happens in the classroom can act toameliorate or, in extreme and unfortunatecircumstances, exacerbate that distress.Huston and DiPietro (2007) found thatstudents appreciate even brief facilitateddiscussions. Useful outcomes are most likelyto be achieved if instructors can be trainedin best practices before tragedies occur, butmost often this is not the case. So, how dowe prepare when tragedy strikes?

At the annual POD conference in Pittsburgh,Pennsylvania, we opened a working dialogueto think together and develop resourcematerials about how to respond to the local,national and international implications ofsuch tragedies (see the POD website). Out

of this meeting some suggestions emergedwhich bear further consideration (see page13 for Selected Suggested Practices on thenext page). These suggestions are designedboth to give direction in the immediateaftermath but also to help faculty andstudents to find and explore the “teachablemoments” accompanying such crises. Thissummer, we will continue this conversationat the International Conference ofEducational Development (ICED) in SaltLake City, Utah. I invite your participation inthe emerging dialogues.

Resources

Huston, T. & DiPietro, M. (2007).In the Eye of the Storm: Student’sPerceptions of Helpful Faculty ActionsFollowing a Collective Tragedy.In D. Robertson & L. Nilson (Eds.).To Improve the Academy. (25).Bolton, MA: Anker Press.

Professional and OrganizationalDevelopment Network in HigherEducation (POD):http://www.podnetwork.org/resources/crises.htm

Silver, R., Holman, E., McIntosh, D.,Poulin and M., Gil-Rivas. V. (2002).Nationwide Longitudinal Study ofPsychological Responses toSeptember 11. Journal of theAmerican Medical Association. 288:1235-1244.

14Spring 2008

Resources for Technology in Teaching

Technology plays a significant role in keeping up with current methods of higher learning andteaching. The following are some of the co-editors’ favorite websites to peruse...

Faculty Development Associates

This site provides universities, colleges, andinstructional departments with an array of servicesto improve the accountability outcomes of theirinstructional programs. The Tip of the Weekprovides practical ideas for enhancing yourclassroom skills such as “Using rubrics to guideevaluation of student work” and “Bringing yourcourse to an effective conclusion.”www.developfaculty.com/

What Richard Lyons has to say about it:We invite you to access the teaching tips that areposted at www.developfaculty.com. Thesite also includes an online resources page—acompilation of now over 200 specialized teachingand learning websites, alphabetized by topic.Please feel free to share our resources with bothyour full- and part-time faculty members, via e-mailor by posting a link on your website.

Share your personal favorites by contacting the co-editors Sandra Bassendowski at slb638@mail.usask.caor Corinne Beauquis at beauquis@utsc.utoronto.ca

International Journal of Teaching and Learningin Higher Education

This peer-reviewed journal provides a forum for highereducation faculty, staff, administrators, researchers, andstudents who are interested in improving post-secondaryinstruction. The journal encourages submission ofmanuscripts related to higher education pedagogy and thescholarship of teaching and learning across diverse contentareas, educational institutions, and levels of instructionalexpertise. www.isetl.org/ijtlhe/

Innovate: Journal of Online Education

Innovate is an open access, bimonthly, peer-reviewed onlineperiodical focussing on the creative use of informationtechnology to enhance educational processes in academic,commercial, and governmental settings. The site providesboth articles and webcasts. Webcasts are free, but emailand password registration is required to gain full access.innovateonline.info/index.php?view=event&type=webcast

Selected Suggested Practices

• Consider developing a set of response guidelines for your center now, before youactually need them. Identify preferred emergency contact numbers, alternative meetinglocations, and multiple strategies for communication in times of crises. (You mightconsider these strategies as technical ones.)

• Understand and explore the expectations that university leaders have for your role(s)in such incidents. In the crises, stay in touch with your senior academic leaders toclarify information and to discern desirable actions.

• Expect role confusion and, as is possible, try to stay in contact with colleaguesnationally and internationally for personal and professional support, ideas, andexpertise.

• Understand the skills helpful in facilitating emotionally-charged dialogues and identifystaff and colleagues on campus that exemplify such expertise.

• The psychological effects of trauma are not limited to those who experience itdirectly, but resonate across the entire community. People feel these experiencesdeeply, so consider what may help sustain you while trying to help others.

• In times of crises, people look to structure as a means of coping. Have some generalresources in place to distribute to help faculty identify a range of concrete teachingstrategies for addressing such issues with students generally, and, where appropriate,in the context of their disciplines.

International Column (con’t)

Visit our partners’ websites:

The POD Network (Professional andOrganizational Development Networkin Higher Education), United Stateswww.podnetwork.org

HERDSA (Higher Education Researchand Development Society of AustralasiaInc., Australiawww.herdsa.org.au

15Spring 2008

les collèges universitaires et les universités.Le comité de direction est maintenant prêt àrecevoir des propositions d’établissementsintéressés à accueillir la conférence en 2009.Si cette idée vous intéresse, je vous invite àcommuniquer avec moi par courriel.

Par ailleurs, je voudrais féliciter Ruth Rogers,du Collège Durham, et Jeanette McDonald,de l’Université Wilfrid Laurier, qui ont éténommées au comité de direction en tant quesecrétaire et vice-présidente auxCommunications. Mes félicitations vont aussià Janice MacMillan, du Collège Durham, quià titre de trésorière a réalisé un vrai exploiten présentant un budget équilibré pour leCaucus avant le début de l’exercice, ce quine s’était jamais vu.

Enfin, j’ai commencé à diffuser mes rapportsréguliers pour la SAPES sur le site Web.Nous avons fait une mise à jour de cedernier, que je vous encourage à visiter àl’adresse : www.mcmaster.ca/stlhe/edc.html

Le coin du Réseau desformateurs en pédagogiede l’enseignementsupérieur

STLHE Green Guides

Short handbookson a wide variety

of teaching and learningissues

1 Teaching Large Classes

Alan Gedalof

2 Active Learning

Beverly Cameron

3 Teaching the Art of Inquiry

Bob Hudspith and Herb Jenkins

4 Feedback: Key to Learning

Sergio Piccinin

5 Teaching with Cases

David Dunne and Kim Brooks

6 Teaching for Critical Thinking

Geraldine Van Gyn, Carole Ford, et al.

7 Creative Problem-Solving

Daryl Caswell

8 Cultural Diversity and

Inclusive Teaching

Shibao Guo and Zenobia Jamal

9 Leading Effective Discussions

Michael Potter and Erika Kustra

On Sale Now!

suite de la page 11

Special STLHE 2008

Conference Price

Buy your copy today!

Available duringthe Conference

at theSTLHE Table

Bridge Project:British Degrees in Russia

Poetic Summaries:Skimming the Depths

Postcard Poetry: Teaching LiteraryCriticism through Creative Writing

Teaching Tip—Teaching Square

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1

5

6

7

8

9

Crouching Professor, HiddenPeer Evaluator

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2

13

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Emerging Issues and Challengesin Cultural Diversity

International Column

EDC CornerCouncil of 3M National Teaching Fellows

Editor’s Corner

President’s Report

Refectory, Room 201

About this Issue