Conference Schedule

How Many Profs Does It Take to Stir Up Engagement in Large Classes? Lessons from a Faculty Learning Community

CC17 • concurrent • Return to conference schedule
Thursday, May 2, 2019 • 11:15 a.m. – 11:55 a.m.
Dillon Hall 256
Dora Cavallo-Medved University of Windsor Show biographies
Dora Cavallo-Medved is a Lecturer II in the Dept. of Biological Sciences and teaches the large-enrolment introductory Biology courses. She has conducted several pedagogical studies on student engagement both in the classroom and laboratory. She is also an Assistant Dean of Science where she works closely with undergraduate and graduate students through the USci Network to increase student engagement and enhance the student experience.
David Andrews University of Windsor
David Andrews is a Professor in the Department of Kinesiology, and was the Teaching Leadership Chair for the Faculty of Human Kinetics from 2014-2018. He teaches Functional Anatomy and Human Factors, and Occupational Biomechanics at the undergraduate and graduate levels, respectively. In addition to his research in ergonomics and biomechanics, David's interests in SoTL include educational leadership, peer observation of teaching, engagement of mid-career faculty, and assessment and evaluation in higher education.
Judy Bornais University of Windsor
Judy Bornais is the Executive Director of the Office of Experiential Learning. She was the Teaching Leadership Chair for Nursing from 2014-2018. She also holds an Adjunct Faculty appointment at Western University. Outside of her disciplinary research in simulation in nursing education and diabetes, Judy’s interest in SoTL include experiential learning in higher education, engagement of students in large classes, peer observation of teaching, professional development and the assessment, evaluation and recognition of teaching practices in higher education.
Don Bourne University of Windsor
Don Bourne is a lecturer in the Faculty of Engineering, teaching Engineering Technical Communications to students in the Master of Engineering program. Don is interested in developing practical methods for teaching writing to large-enrolment classes.
Mark Lubrick University of Windsor
Mark Lubrick is a Learning Specialist in the Office of Open Learning where he works with instructors to help build multimedia resources and develop/deliver their online courses. He also teaches two large enrolment online astronomy courses for the Department of Physics. Mark’s SoTL interests include researching the lightboard, online videos, open educational resources, and effective pedagogical strategies for online teaching.
Melanie Renaud University of Windsor
Melanie Renaud is a Research Assistant who has been contributing to Teaching and Learning research for the past 5 years. Prior to this research project, she presented research on the effects of peer mentoring at the Teaching and Learning Conference at the University of Oakland and STLHE 2017 in Halifax. Her most recent presentation at STLHE 2018 in Sherbrooke, Quebec involved assessment and evaluation of higher education. She is a graduate of both the Nursing and Neuroscience programs at the University of Windsor.
Clayton Smith University of Windsor
Clayton Smith is Associate Professor in the Faculty of Education, where he teaches in the Concurrent Education, Minor in Organizational Learning and Teaching, and Master of Education programs. He is currently coordinating an international student learning community, which is conducting research on the promising practices for teaching international students. Clayton previously served two terms as Vice-Provost, Student Affairs and Dean of Students.
Danielle Soulliere University of Windsor
Danielle Soulliere is Associate Professor in the Department of Sociology, Anthropology and Criminology, where she mainly teaches the large-enrolment introductory course for student majors. She is also currently the Associate Dean, Academic and Student Success in the Faculty of Arts, Humanities and Social Sciences, and works toward assisting students in improving their academic performance and achieving success in their academic programs through a variety of programs and initiatives.
Jacqueline Stagner University of Windsor
Jacqueline Stagner is the Undergraduate Programs Coordinator for the Faculty of Engineering at the University of Windsor, and an adjunct faculty member in the Department of Mechanical, Automotive, and Materials Engineering. She is an instructor of large first-year and fourth-year courses, and is involved in various teaching and learning projects within the Faculty. She works with faculty members on Canadian Engineering Accreditation Board accreditation, college-to-university transfers, and the first-year Engineering curriculum, and co-advises students in the Turbulence and Energy Lab.

A faculty learning community (FLC) is an organization of cross-disciplinary faculty, trainees, and staff who share common interests and are collaboratively engaged in enhancing teaching practices, developing curriculum, and participating in the scholarship of teaching and learning. In this session, we will demonstrate how we established a FLC model consisting of seven faculty from various disciplines who share a common interest in exploring and addressing key challenges associated with teaching and learning in large-enrolment classes. We will also discuss how our FLC identified common challenges associated with student engagement in large classes, devised a plan of action to address these challenges, and worked collaboratively to meet our goals. Preliminary results of a study we conducted will be shared on the effectiveness of various engagement tools centred on individual, group, and technology-based activities, and general strategies to increase student engagement in large-enrolment classes. We anticipate that our session will generate discussion on how instructors can create a more engaging learning environment in large classes. Moreover, our FLC may serve as a model to effectively build and sustain other collaborative and supportive networks on campus that discuss, design, test, implement, and evaluate new pedagogical ideas.