Curriculum and Pedagogical innovation
Respecting the criteria found in the Guidelines to Promotion (UBC, 2011), the following provide examples of sustained and innovative contributions to curriculum development, course design, pedagogy and other initiatives that advance the University’s ability to excel in its teaching and learning mandates. Within my courses, I have integrated a variety of instructional methods and digital resources to sustain teaching and learning in a supportive environment. The content has been chosen carefully, often, over the course of a number of years, to promote and to measure critically reflective stances and to initiate intentional and thoughtful applications in a variety of contexts. I have revised and re-conceptualized curricula in the area of French Education, Diversity Education, Aboriginal Education and more recently, in the area of Well-Being. I use a methodic and detailed approach to curricular revisions. Similarly to a literature review, I begin by examining existing curricula, read any assessment material related to the new courses, identify the strengths and innovations, then I pilot the innovations by integrating and creating new content into the revised syllabus. I pay careful attention to the inclusion of authentic teaching and learning experiences along with a focus on interesting and novel assessment practices. On a last note, I keep detailed reflections about my teaching experiences and make revisions accordingly.
Development of innovative approaches to curricula (including assessment)
Pedagogical innovation
• smartEducation, Faculty of Education
Conceptualizing and developing a credited course entitled smartEducation: Developing a Pedagogy of Well-Being for the post-baccalaureate program. Future plans include expanding this course to a three credit course to be offered at the Graduate level
• EDST 498U (2) smartEducation:Developing a Pedagogy of Well-Being
The university accredited version of smartEducation is an evidence-based program for educators emphasizing all aspects of well-being through the cultivation of mindfulness. The purpose of this course is to explore the techniques and strategies used to develop a pedagogy of well-being. Applied teachings and practices relating to key aspects of teachers’ professional and personal lives are supported by facilitated discussions of practice, exercises which can transfer to the classroom, and participants’ interactions and connections with one another. Participants use tools such as breath awareness, body awareness, mindful movement, mindful eating and mindful listening to develop the capacity to acknowledge and to accept challenging experiences. Through readings, exercises and discussions connected to experience, a sustainable approach to developing compassion, kindness and forgiveness are integral components of the sessions. Grounded in relevant readings, formal and informal practices taken from the smartEducation program aim to support a sustainable pedagogy of well-being.
Since 2015, I have been a committee member of the smartUBC Curriculum and Certificate Committee. The mandate of this three person committee was to re-conceptualize, revise and develop a smartEducation curriculum. smartEducation is a program that focuses on an individual’s well-being by integrating mindfulness into educational contexts. I revised the new curriculum into a 2 credit course which was offered for the first time through the Faculty of Education’s Summer Institute in Education in the Summer of 2015.
Assessment: Please refer to smartEducation Report which indicates outstanding teaching and a high level of satisfaction with the curriculum and pedagogy.
Development of innovative approaches to teaching methodology (including assessment)
In 2012, I received funding to conceptualize and develop an innovative course, EDUC 104
Introduction to Academic Pedagogy: An Aboriginal Perspective. This culturally responsive
course incorporates indigenous knowledge and practice into an introduction to university
course.
• EDUC 104 Introduction to Academic Pedagogy: An Aboriginal Perspective
Using an Aboriginal approach to the cycle of learning, this developmental course provides an opportunity for first year students to study essential skills needed for academic success. It is designed to investigate key aspects of knowledge building and effective critical strategies related to academic pedagogy. This course will provide practical strategies for reading, note-taking and studying effectively. Participants will gain an understanding of the key elements involved in the writing process, critical thinking, listening, learning styles, memory, and time management
Assessment: See student comments taken from a three year longitudinal study (BREB approved) indicating outstanding teaching and an acknowledgment of the culturally relevant resources.
In both the above courses, I have re-conceptualized assessment to incorporate a more holistic vision of academic success. Instead of a final exam, students present their learning portfolio and articulate the types of learning encountered and share their vision for future academic aims (See course syllabi for more information)
Video Podcasts
EDUC 526 online China Cohort
Since 2005 when the UBC Okanagan campus opened, I have been involved in curriculum development and innovation at the undergraduate and graduate levels. Notably, I was one of the first instructors to offer either blended or on-line courses using a wide variety of contemporary tools, like podcasts, Google Docs, Google Hangout, to deliver on-line courses in Canada and in China. In particular, in conjunction with the Center for Teaching and Learning, I used Video Podcasts to stream my lectures for International students. (See Teaching –EDUC 526 China online).
Assessment: a collection of student responses indicate their satisfaction with the online teaching and delivery of course content.
Application of the scholarship of teaching and learning in curriculum and/or pedagogy
Faculty of Education Design Committee
As a longtime member of the committee charged with redesigning the Faculty’s Teacher Education Program, I bring forward my experience in international and national contexts. During the 2015-2016 academic year, all committee members will be involved in the conceptualization and development of course work for the new program.
See blog
Please refer to Philosophy of Teaching for the following criteria:
• Explanation of application of the scholarship of teaching and learning in curriculum and pedagogy
Description of new and revised programs (Curriculum revision) January 2015
• Developing three courses for a Minor in Education
EDUC 1XX Introduction to Education
EDUC 2XX Service Learning in Education
EDUC 3XX Urban Media and French Education
Graduate Program Development and Revision 2011-2012
Chair of the Studies in Diversity Theme (4 Courses)
• EDUC 526 Education and Diversity (Conceptual Course)
• EDUC 592 Global Education, Citizenship and Cross-Cultural Conceptions of Teaching and Learning
• EDUC 5XX Inclusive Education
• EDUC 5XX Language and Teaching
EDUC 526 Education and Diversity (Conceptual Course)
This course will provide knowledge, skills and mindsets for critical engagement and reflection on global issues. We will explore the limits and potential of citizenship in a world of massive global migration and huge demographic shifts within nations and between communities. Citizenship is a powerful concept that defines both individual rights and responsibilities towards other citizens. In the 21st century, the need to recognize the interdependency of all human beings across national borders is emphasized. Human Rights Education and issues in multicultural societies will provide the lens through which to discuss the complexities of Global citizenship and intercultural communication.
EDST 592 (3) Global Education, Citizenship and Cross-Cultural Conceptions of Teaching and Learning
The purpose of the course is to enable learners to explore the inherent values, assumptions, and ideologies that inform the spectrum of global educations and cross-cultural conceptions of teaching and learning. This interdisciplinary course will also focus on Global citizenship and Intercultural theory in order to analyze similarities and differences between minority cultures and national identities. In an attempt to question and challenge dominant Western Euro-American perspectives and epistemologies, new trajectories of theory and practice will be examined. Learners will have the opportunity to situate themselves within this global reality as a form of self-reflexivity and as a part of a critical reflection process that considers the social responsibility and ethical commitments of educators.
Assessment: This thematic area as well as the four conceptual courses are integral components of the Master of Arts in Education (M.A.) and the Master of Education (M.Ed.) programs of the Faculty. Each year, a number of students enroll in courses relating to this field of study.
Indigenous Knowledge and Practices for the Development Standard Teaching Certificate (DSTC)
At a campus level, I have practiced curricular innovation by indigenizing existing undergraduate courses to reflect Indigenous Knowledge and Practices for the Development Standard Teaching Certificate (DSTC) offered in collaboration with the E’nowkin Center.
• Unique / innovative characteristics: Indigenization of core course content of the professional and academic program offered by the Faculty of Education
July-December 2013
• Developmental Standard Teaching Certificate (DSTC) Okanagan Language and
Culture – Undergraduate University of British Columbia – Education
• Program Description: The Developmental Standard Teaching Certificate
(DSTC) is a 3 year 92 credit program which certifies Okanagan Language and Culture teachers through the Teacher Regulation Board (TRB). This program will ladder into a Professional Teaching Certificate and Education Degree program at UBC's Okanagan Campus. DSTC program components are distributed as follows: TRB requirements: 9 credits Language and Culture courses (En’owkin Centre and Indigenous Studies, UBC O) 57 credits Faculty of Education: Teacher Education Program (26 credits)
• EDUC 406 Indigenous Language Teacher Education Seminars (7 credits)
1.The Developing Learner (2) 2. Social and Cultural Issues in Education (2) 3.Learning Difficulties (3)
• EDUC 474 Methods in Aboriginal Language Education
(3) EDUC 420 School Visits and Practicum Seminars (2)
• EDUC 412 Indigenous Language Teacher Education Seminars (4 credits)
1. Educational Policy and Administration (2) 2. Instructional Design: Planning and Evaluation (2)
• EDUC 422 Context Studies-Learning Communities Practicum (10 credits)
Assessment: Please see letters of support from community members: Ki-low-na Friendship Society, Métis Community Services of BC, and Westbank First Nation. Further, the above courses were offered collaboratively at the En’owkin Center in Penticton to prospective teachers. Last year, seven students graduated from the DSTC in the Okanagan Language and are now actively involved in language teaching in their respective communities.