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Wednesday, June 22 • 13:30 - 14:20
CON02.18 - Building Student-Faculty Partnerships in Curriculum Development and Community Engagement

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NOTE: this session has moved locations to Weldon Library 121.

Student engagement is vital in creating a highly enriched academic experience. Activities that engage students can be transformative, extending beyond participation within the traditional classroom setting, and include valuable experiential learning strategies1. These can be created through faculty-student partnerships that fall within an engagement framework that includes five major elements – personal, academic, intellectual, social and professional engagement – and promote a deeper understanding and application of course content2,3. The objective of this proposed workshop is to introduce the conference participants (i.e., faculty, staff and students) to various models of student engagement and how to implement them in their own research. A team of faculty and students will co-present three models of student engagement that are centred on student leadership. These student-led activities include
1) creating interactive hands-on undergraduate, teaching laboratory exercises,
 2) incorporating interactive online applications within the classroom for formative assessment, and
3) engaging in the development of public education tools through community programs.

Our demonstrations will engage the audience using hands-on activities that have been designed by students, use of online applications for assessment and scenarios that showcase the significance of student engagement. Using these models, we will focus on how to build student-faculty partnerships that place value on the student experience, creativity and motivation. Participants will also have the opportunity to reflect on their own practices involving student engagement, and through open discussions, share their experiences on student-faculty partnerships. Finally, through student testimonials we will highlight how making students partners in their academic experience creates an open learning environment, fosters a sense of pride among students and develops meaningful professional relationships for students and faculty.

1. Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24(4), 569-608.

2. Pittaway, S. M. (2012). Student and staff engagement: Developing an engagement framework in a faculty of education. Australian Journal of Teacher Education, 37(4), 3.

3. Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.

Presenters
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Dora Cavallo-Medved

Dora Cavallo-Medved, PhD, is faculty member in the Department of Biological Sciences at the University of Windsor. She teaches Introductory Biology for Science majors and engages undergraduate science students in curriculum development and public education. She is also a recipient of the Faculty of Science’s Roger Thibert Teaching Excellence Award. |
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Mitchell Elliott

Mitchell Elliott is a graduate from the University of Windsor and currently a medical student at the University of Toronto. Mitchell has developed online assessment tools for first year biology students and public education materials for the Faculty of Science and the Windsor Cancer Research Group.
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Melanie Grondin

Melanie Grondin is a third year undergraduate biology student at the University of Windsor. Melanie has developed online assessment tools for first year biology students and public education materials for the Faculty of Science and the Windsor Cancer Research Group.


Wednesday June 22, 2016 13:30 - 14:20
Weldon Library 121 (Teaching Support Centre) Western University

Attendees (26)




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