Teaching Support Centre

Recipients of the 2006 Award
Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education
Karen Ferguson and Barbara Sinclair, School of Nursing
Simulations are increasingly being applied as a teaching strategy in a variety of clinical disciplines, with evidence reported in the literature that didactic knowledge is more fully integrated when applied through simulation experiences prior to direct clinical application. In this pilot study, six learning activities that previously have been presented in traditional classroom/lecture format were taught using a combined lecture and clinical simulation approach. Students were asked to assess self-efficacy for clinical practice pre and post simulation, as well as a satisfaction questionnaire and a self-reflection about their learning. The framework for the pre/post survey is based on Bandura's (1977, 1986) Self-Efficacy theory. Year 2 students enrolled at the Fanshawe College site served as the control group, receiving only classroom instruction.

Thursday, May 3, 2007 Arthur & Sonia Labatt Health Sciences Building
	Room/Time
Welcome & Announcement of 2007 Fellowship in Teaching Innovation Award Winner Debra Dawson, Director, Teaching Support Centre	9:00 - 9:15 a.m. HSB 35
Keynote Session
Responding to the Rainbow: A Multi-faceted Vision for Higher Education Dr. Aline Germain-Rutherford, The University of Ottawa At the same time as globalization and advances in technology enable the international delivery of higher education, the demographic of our student body is progressively diversifying. This cultural diversity holds many challenges for institutions and faculty who often feel untrained and unprepared to provide quality learning experiences for such multicultural audiences. Beyond bringing an international perspective to our curriculum, how can we, in our teaching philosophies and practices, balance the need to produce globally literate students while acknowledging and fostering their cultural individualities? If our goal is to develop students who are able to contextualize their skills and knowledge against the broad background of multiple perspectives, then we need to look at what internationalization of curriculum, multi-facted teaching approaches and intercultural appreciation really mean. These are fascinating challenges we will explore and discuss together during this interactive presentation. Aline Germain-Rutherford received a Doctorat de Didactologie/Didactique des Langue et des Cultures at La Sorbonne Nouvelle, Paris III. Associate Professor at the University of Ottawa, she has been for five years (2001-2006) the Director of the Centre for University Teaching at this university. She is also the Director of the Graduate and Undergraduate Summer French School of Middlebury College in the United States, and has been a visiting professor and keynote speaker in Europe, North America, Asia, Africa and the Middle East. The author of numerous publications on faculty development, second language pedagogy, speech technology and the integration of sound pedagogy in e-learning practices, Dr. Germain-Rutherford has headed several national and international research projects, specifically on faculty development and multicultural issues in post-secondary education and online environments. She was the co-lead for the facultydevelopment.ca project funded by CANARIE Inc. and is currently the principal investigator of two research projects examining the integration of internationally trained professors into Canadian post-secondary institutions and the question of multicultrualism in the design of online courses. Dr. Germain-Rutherford is also a founding member of the Insistute for the Advancement of Teaching in Higher Education (IATHE) and is a recipient of the 3M National Teaching Fellow Award.	9:15 - 10:45 a.m. HSB 35
Refreshment Break 10:45 - 11:00 a.m.
Fellowship in Teaching Innovation Award Presentation
Recipients of the 2006 Award Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education Karen Ferguson and Barbara Sinclair, School of Nursing Simulations are increasingly being applied as a teaching strategy in a variety of clinical disciplines, with evidence reported in the literature that didactic knowledge is more fully integrated when applied through simulation experiences prior to direct clinical application. In this pilot study, six learning activities that previously have been presented in traditional classroom/lecture format were taught using a combined lecture and clinical simulation approach. Students were asked to assess self-efficacy for clinical practice pre and post simulation, as well as a satisfaction questionnaire and a self-reflection about their learning. The framework for the pre/post survey is based on Bandura's (1977, 1986) Self-Efficacy theory. Year 2 students enrolled at the Fanshawe College site served as the control group, receiving only classroom instruction.	11:00 - 12:00 p.m. HSB 35
Concurrent Session A - Choose One Session
Session A-1 Conversations on Effective Graduate Supervision for Faculty Members Elizabeth Skarakis-Doyle, Teaching Support Centre and the School of Communication Sciences and Disorders What factors contribute to an effective supervisor-student relationship? How do both graduate students and faculty members view the supervisory experience? These issues were the topic of focus group discussions at Western as part of our Graduate Supervision Initiative. This session will present both faculty and student perspectives that have come from this work over the past year.	1:30 - 2:30 p.m. HSB 11
Session A-2 Clickers 201: Good Things Get Better Tom Haffie, Teaching Support Centre and the Department of Biology Now that we know how to get most students clicking most of the time, it is important to consider how to ramp up the benefits of this technology both inside, and outside, the classroom. This session will review educational theory supporting questioning strategies and will demonstrate uses of clicker questions to create and exploit teachable moments. The session will wrap up with preliminary data documenting the effect of ongoing click records on help-seeking behaviour and academic skill development among novice science students.	1:30 - 2:30 p.m. HSB 35
Refreshment Break 2:30 - 2:45 p.m.
Concurrent Session B - Choose One Session
Session B-1 Conflicting Cultures: Promoting Academic Integrity at Western Selinda Berg and Harriet Rykse, Western Libraries Kim Holland, Teaching Support Centre This presentation will first explore the conflicting attitudes and practices between popular culture and academic culture. Technological innovations, from the basic cut-and-paste capabilities of word processing to the more recent internet novelties such as YouTube have potentially compromised the more traditional lines and definitions of academic integrity, appropriate use, and acknowledgment. Following this exploration, there will be a demonstration of a new tool (Academic Integrity Tutorial) available to faculty as a means to educate students about academic integrity at Western.	2:45 - 4:00 p.m. HSB 11
Session B-2 Running through the WebCT Jungle: Tips and Tricks Jeff Longland, Information Technology Services This session will march deep into the WebCT jungle - learn how you can use WebCT as a central point-of-access for course content, assessments, grades management, library resources, and Turnitin.com. The session will include demonstrations of new active learning tools such as blogs, journals, peer review, and student contributions. Come and learn how to survive in the WebCT jungle!	2:45 - 4:00 p.m. HSB 35