 Good afternoon everyone. Welcome. Thank you for joining us today. We'll just wait one or two more minutes while we admit the rest of the attendees from the waiting room. I like your background Simon. Thank you. Even has a rainbow. Has a double rainbow actually. Double rainbow even better. I guess I didn't see that. Santa and I are both with sparring. One is the Bodleian at Oxford. Mine is the college where I did my undergraduate in Cambridge at Emanuel. So just scrolling through my film strip of faces at the side of the projected slide it's lovely to see everyone even in miniature Hollywood squares. Okay, well I think I'll kick us off this afternoon. Welcome everyone once again. Thank you for joining us. Welcome to this virtual celebration of teaching excellence at UBC. I know most of you. It's nice to see all of you. For those of you I don't know or don't know me. I'm Simon Bates. I'm the associate probost teaching and learning and faculty member professor of teaching in the department of physics and astronomy on the Vancouver campus. Just before we start today, I'd like to begin by acknowledging that UBC's two main campuses are on the traditional ancestral and unceded territories of the Muscovine people for the Point Gray campus and the Okanogan peoples for the Kelowna campus. I'd also like to acknowledge that all of us are joining today from many places near and far and acknowledge the traditional owners and caretakers of those lands where we're joining from. So I have just a few housekeeping comments and then I'll hand over to President Santa Ono. Delighted that Santa's able to host this event for us. Also equally delighted that Wendy Yip, university ambassador, is able to join us today and I'll hand over to Santa in just a couple of moments. A few housekeeping notes. We've muted everyone by default. We have a series of short presentations from people. So when it is your turn to shine in the spotlight, please unmute yourself. If you're having any technical difficulties, that's anyone in the meeting. We are monitoring the group chat so please feel free to shoot any questions or comments off there. We would love to see everyone on video but recognize that some of you may choose to be hidden or may want to turn your video off so that's absolutely fine. We're here and gathered to really celebrate excellence in teaching at UBC and I wanted to offer my thanks and appreciation to all of you at this time, particularly at this time, for the ways in which that we are all adapting our teaching. We're redesigning our courses and we're rethinking how we can engage students in courses that are running over the summer and over the fall. I know you and many of your colleagues are deeply enmeshed in that work and will be over the summer months but I think particularly for the group of outstanding educators we've got gathered here today, you really are examples, you are leaders amongst your peers and I'm sure you're being drawn on in both formal and informal capacities to support teaching in all its forms at UBC. So with that, I'll hand over to UBC president, center and to make some opening remarks. Thank you very much Simon and it's so wonderful to connect with all of you virtually. This is a very important occasion for the university, the second annual celebration of teaching excellence at UBC and Liz King told me that this is the very first event that would have taken place on this day at this time at Norman Mackenzie House and I think I speak for Wendy as well and saying that we regret that we can't actually host you at Norman Mackenzie House today but we very much want to be part of this celebration and also look forward to the third annual celebration of teaching excellence at UBC one year from now. The reason why this is so important is that one of the most important parts, you could even argue maybe the most important part of what we do as a university is teaching and this is the the day each year that we honor our outstanding teachers and it's very difficult to honor everyone because so many members of our faculty are truly committed and outstanding and innovative in their in their teaching. We are here to honor virtually UBC's teaching excellence in particular the recipients of the 3M award, the Kenham teaching prize and the professors of teaching and teaching excellence and innovation award recipients and I understand that there'll be 19 presentations today and I'm very much looking forward to each of them. I know that they're relatively brief but it will really be a tour de force of excellence and teaching at the university. I also want to take this opportunity to thank you for all of your passion and your devotion to the educational mission at UBC, the way that you support our students and each other each and every day of the year and I also wanted to say that this has been an extraordinary year in many respects and what has really kept the institution together and I was just I should say I just left a town hall meeting of students and students from both campuses and one of the questions was what is it about the university that is dear to you and one of the things that that was mentioned frequently in responses was the dedication of the faculty members to teaching excellence so don't underestimate how important you are not only to the education of our students but also to their feeling of belonging and for that I want to be especially thankful to each and every one of you for being who you are and making UBC the institution that it is that it is and I know that you are very hard at work as we prepare for September and that it's a heavy lip to not only innovate and to teach at the highest level but to really transition to online instruction so your work your skills your passion your caring for the students of this institution are more important than ever before I'm looking forward to hearing from you and I'll turn things back to Simon to introduce the 19 speakers thank you centre for those remarks and the those acknowledgments so it's it's my pleasure now to move to what I hope will be an interactive and engaging segment of this event when you were invited in the best tradition you were set some homework or maybe some pre-work before class and we invited you to submit one slide from your teaching that really exemplifies what you do and how you do it why you chose that slide what you think it conveys about students your approach your pedagogy your ethos for teaching and how you feel it supports student learning so the ones that were were submitted have been graded no only joking we're not going to grade them everyone gets an A but what we have done is we've put together a presentation with each of those 19 slides and what we're going to try and do is invite each presenter to present their slide you'll have one minute to present and I will have to be ruthless in my approach to timekeeping because as well as the presentation we want the opportunity for a little bit of discussion as well so the general rhythm will be a minute to present after your minute I will start waving and gesticulating politely but insistently that it's time to stop and then we'll have the opportunity to take I think just one question for each speaker so that's another request as you listen to these presentations please do use the group chat to pose your question to the speaker could be a thought question comment anything you'd like to share we obviously won't be able to get to all of them but Carissa will pick one of them to ask each presenter and with a bit of luck we'll have some time at the end for some general questions and comments so I would ask speakers I think you know the order or at least you should know the order in which you're presenting we shared the slide deck with you in advance everyone is muted by default so if I could just remind speakers to unmute yourself when it's your turn for the presentation so we'll get going I'm delighted to introduce my colleague for from the faculty of science uh Joanne Fox who is going to kick us off over to you Joanne okay good afternoon everyone uh man it's so good to see your faces uh so many friends I miss you so much uh seeing you all together in one space realize it makes me realize how much I miss you so I hope you're doing well and keeping you and your family all keeping well in these very strange times I was asked why I chose this slide and you'll notice that I didn't submit a slide and that was intentional because I don't use slides in my class I submitted a picture because my class is a first-year seminar where student discussion and other student-centered activities really drive the content what was I aiming to convey with this picture you'll see that there's students at the center of the picture which I believe to be fundamentally important it does show me in the background and I am sort of trying to convey that that's my role is I'm there as a facilitator I'm there as a guide for learning um in this uh class students learn from each other um and they learn from engaging in the learning environment that we have very carefully uh constructed I also like this picture because it shows two science students doing peer review of each other's writing uh so this is Henry and Zoe and they are reviewing their writing and we have shown and published on how this unique first-year seminar setting uh results in significant learning gain specifically in first-year science students abilities to improve their writing skills and construct their own evidence-based arguments that's my one minute thank you Joanne I am going to have such a hard time just having our friends and colleagues like this um well Joanne I'm not going to let you escape without a question uh I will ask the uh the the first question but again if I can uh just ask people please do put your questions uh in the chat I know you don't have a long time to think about them so Joanne if I could ask you um what do you feel what's the biggest challenge in reimagining this course for the fall given that you'll not have the opportunity of those two students sitting side by side yeah I think it's thinking about asynchronous engagement so it's uh we're used to that face-to-face engagement and I have a lot of skills and a whole little toolkit that I can reach into uh to facilitate those face-to-face conversations so I'm reaching further when I think about how do I create those kinds of using fostering engagement in all online spaces so I've taken a lot of uh we have a lot of creative thinking happening on that front um and uh fortunately I'll teach us in term two so we'll we'll see so at the very least you've got a bit more time to think about it yeah thank you thank you Joanne uh I'm going to turn now next to Cheryl Cigaric Cheryl thank you Simon I just would like to start by saying that it is a real pleasure and honor to be here this afternoon and to share this this celebration with all of you um I realize how quick a minute goes so I'll get right down to it um I just would like to say that with regard to this slide and also I also elected to not use a slide per se I don't use them in my seminar courses um and I'll start by saying that I really believe that learning is what happens when we engage with self and others um and our environment and that knowledge is really socially created so with that in mind this is these are actually photographs taken from the classroom um and this is in a combined with some critical reflective questions that I use to stimulate discussion between myself and the students asking them to really reflect on their practice these are professional students who are entering into the masters in health leadership program which is a joint venture between the solder school of business and the school of nursing it's a very unique program so these are already accomplished practitioners who are coming back to learn leadership skills they're very highly engaged in um the projects that involve elements of curriculum development and delivery so it's important for them to reflect on who they are as teachers it's something that often they haven't really thought about at all so they find this quite interesting and to think about how that influences their decision around curriculum design and how they engage with with students and I'm up for time thank you this is the hardest bit about MCing this afternoon is is cutting people off um okay we have a question from Susan do your students share your understanding of what is learning and teaching or do you need to convince them of your view oh what a great question um I the whole idea behind this is to share multiple perspectives about what it is to be a teacher um how do we know um you know what what kind of a teacher we are what our philosophy of teaching and learning really is so we engage in an active discussion and sometimes um we find similarities and sometimes uh we agree to disagree um and and find differences across but find value in all of the different approaches and how um you know one approach or one way of thinking about teaching and or learning is applicable in certain contexts and not so much in others so yeah thank you thank you Cheryl and and thank you Susan I was not looking forward to asking 19 questions so I'm glad that we've now got the ball rolling and they're coming in in the uh in the chat okay next up Karen Raghunandan Raghunadan yes so I'm from the Okanakan campus and I'm presently teaching this course education for the whole person to 126 students via zoom this is usually an experiential course which focuses on a holistic approach to wellness so looking at physical emotional mental health wellness I'm team teaching it as well and we've had to adapt it really really fast um you know for online delivery um you can see the little infograph is representative of the Okanakan school of education you know just our approach to teaching it's based on a community of scholar practitioners so ensuring that all our teaching approaches are evidence-based they're anchored in equity diversity and inclusion and last and not least uh we have uh had to add we wanted to create community online and the way we do it is through uh humor so who's zoom and who sometimes we play you know The Queen of Souls a seminal song from 1985 not a lot of B. Ed students know it and I also found these great little slides from uh the comedy wildlife photography award so oftentimes instead of having a waiting room I will just flow through the slides and just create just a little bit of sense of community for students before we actually start our courses thanks Simon that's brilliant thank you and and I don't know if you planned that but that was bang on one minute it was a piece of time keeping um and a question from Christina what is the usual experimental approach to this course that you weren't able to do yeah so the course itself so I teach a series of mindfulness exercises so looking at breathing exercises looking at mindful movement for example um taking them outdoors and doing hikes and seeing how we can use nature to you know to to to inform our practice so we've had to do a lot of those online and I've simply recorded myself by a podcast using CalTura I've sent them to websites you know for the hikes and just try to support them in their learning as they're going along we have regular check-ins as well great thank you I appreciate the the clarity and the succinctness of the answers I know it's challenging to both present this information so so rapidly and also to answer a question that you would probably love to be able to talk for for five minutes on but I appreciate the the responses okay next up Alan sends welcome Alan hello Simon thank you and great seeing everybody um so this is from a course that's actually team taught it's a course on nuclear weapons and arms arms control political science and applied science so there are engineers and art students in the class it's co-taught myself and Matt Yedland from electrical and computer engineering and what we've done with this course is we flipped it as a hundred percent flipped classroom and so all the activities in the course are peer engagement with Matt and I there as facilitators and I chose this because I'm a big fan of simulations of actually embedding students into a situation where they have to act in ways that not only animate the learning material but also place them in situations that they have to problem solve their ways out of it as collective so 12 groups 12 countries and this is a slide from the actual classroom instructions about the process and this is how you can do a simulation in one class if you show if you show uh choose so great advantage here peer engagement within groups and peer engagement across groups and the deliverable is the two written components of the assignment which are for grade at the end of the class it's another opportunity for them to animate the materials thanks Simon thank you Alan I was sorry what is the biggest challenge to implementing your flipped classroom online um I can't really answer that because we haven't started yet my biggest fear uh is that the courses that are flipped actually have a very unique set of challenges because they were exclusively designed to promote peer to peer learning and instructor facilitation so for this particular assignment I know we can do the group the within the group engagement so each group of students playing a country can go into a breakout room exactly how we're going to manage the diplomacy section which was discussion between the countries between the groups is going to be a very interesting challenge with 12 groups of students yeah certainly is thank you all right next margo margo filipenko thanks and thanks for inviting me here today um first of all this is really a bit of a cheat because um I teach a range of courses but everybody loves children's literature so there seem to be the obvious uh slide and course for me to share with you the slide is from author illustrator anthony brown who's one of my favorites and in a simple and humorous way the book cover begins to illustrate perfectly the complex interplay between text and image and that's kind of the focus of this particular course and it's a way of beginning to tease out from students what they already know tacitly about the way that text and image works for example these three characters on the back of this poor woman are all looking at us it's a demand so we kind of know that so the students begin to think about that uh students who take the course are primarily teachers and teacher librarians working with children and youth the course builds on the notion that in today's world children and youth need to navigate images as carriers of meaning and in the best picture picture text and image in the best picture books text and image dance together in the meaning making process and i want the students to kind of think about that in these range of picture books a critical approach toward multi multimodal texts enables children and youth to actively and critically participate in the wider social power structures reflected and created within a text in this case gender inequality explored in anthony brown's wonderful and provocative piggy book so in this course we really um come together to look at picture books we look at texts we look at image we look at the theoretical underpinnings of text and image and really explore the ways that we can serve as children's understandings of what it is they're looking at in these seemingly simple books but actually ultimately very complex books i think i took my minute you did thank you very much i'll go okay we have we have no questions submitted but certainly some lively other comments in the in in the chat about the mechanics of dividing students up into into groups okay we will move on ramon lorenz computer science uvco hi rayman here thank you everyone it's nice to see you um the slide i chose today is not a slide from a particular course it's a slide i do for every course the one i've actually chose is the master of data science it's a professional program that's both at van cruver in okanagan and this slide will be presented normally within the first 10 minutes of a class because i always want to answer the question why are you here what are you going to get out of this course what is it important for you for in this case this is all about building skills and encouraging them to buy in to putting the time in to build the skills the other piece of the slide in the very bottom paragraph is convincing them that i'm there for them i'm gonna really encourage and support their learning i really care and especially the last part i strive for all students to achieve their goals sometimes undergrad students in big classes think they're just the number and i want to make it very clear right from that first class in the first 15 minutes that i'm there for you and this material is important for you so i really hope you engage with it thank you great thank you um i wonder if i could um ask you a question about that final paragraph i think many of us um have that kind of aspiration for every single one of our students uh are there things that you do periodically throughout the course to reinforce that message because what i found personally is sometimes students need to hear that more than once and they need to hear it at different times in the course often the most important time after the first class is when they get a mid-term or graded assignment back and you have those communications some and in a positive way defining what success is everyone's success isn't an a but you want to make sure that they feel that you're contributing to help them with their success and then just having any form of open door electronic communication possible so they feel comfortable talking to you at any time yeah that's great uh i'll i'll maybe if i may seeing as we've got a couple of other questions in uh carissa could you pick one uh other from the ones we've had in what do you do for those who aren't convinced well what you're not seeing here is there's a whole bunch of interactive clicker questions that come along with this asking them why they care about this actually one of the best ones is i asked them what mark they plan to get and almost all of them say they're planning to get an a but that causes a good discussion point on what their goals are and what my goals are and then you just keep building that i've taught for a long time it's always that first class i'm nervous because you're kind of setting the tone and then you just want to keep following that up every time you get up in front and talk to them yeah thank you uh next up wendy wendy car thanks everyone uh and what a terrific variety of areas of focus and scholarship and teaching it i i'm just fascinated and it's always i love these cross faculty get together so thank you um this is actually a cover slide from our website uh in the faculty of education we mobilize knowledge and we've been endeavoring to develop mental health literacy among all of our pre-service teachers in the teacher education program that's over 700 a year as well as the provinces in service teachers in every school district throughout multiple institutes so we have reached every district um through our mental health literacy education with one in five youth worldwide experiencing a mental illness before they turn 25 educators play a vital role particularly if they have the necessary knowledge attitudes and skills that comprise mental health literacy and so to really extend our knowledge mobilization efforts we created two MOOCs to develop mental health literacy in educators at both pre-service and in service level um so learn is one of them is called learn and the other is called teach and uh teach has an actual mental health curriculum that educators can take into the classroom so these MOOCs actually provide asynchronous learning opportunities and resources that support educators or anyone really who wishes to increase their mental health literacy in having an influence on their own mental health on their students and others mental health so we've had about 6 000 people take each of the two MOOCs learn and teach and we're excited they're free um with an option to purchase the certificate thank you thank you wendy and a question from paul how has mental health educational guidance changed with the force learning from home online we've had some very interesting challenges we as an education system with remote learning and i think we're just starting to uncover some of the influences or some of the impact and i think that's going to be a big challenge in our system of education on campus as well as in the school system certainly having contact through zoom or whatever means if it's part-time attendance in the school system is critically important to tapping into and hearing about what's been going on and really attending to social emotional learning so i think that's going to be a challenge for all of us to make uh scl a focus for our work in the days ahead yeah thank you wendy and just before we move on i do want to mention uh i think the faculty of education uh in the development of the MOOCs these MOOCs and going back to the the reconciliation through indigenous education has really demonstrated the power of online open learning uh i've said in the past these are the most unmooc MOOCs that i've ever seen and that's meant as as a huge compliment because they don't suffer from a lot of the other um sort of criticisms of of large numbers of courses that were produced in the last five or so years to be to be open and online and i think this is building on that tremendous success so it's fantastic to see from uh from from the faculty of education getting that element of education so so right good uh okay so now i am challenged because debora butler's slide has animations in it so debora you'll have to tell me when you would like me to advance and build up your slide oh yeah okay you know and go ahead and just put the whole thing up there okay thank you yeah now it makes life easy um yeah thank you simon um so i'm delighted to be here um so my research is in education and one finding in my own and others work is that students can't take intentional deliberate control over their learning unless they have a clear vision of what they're trying to do what their purpose is and unfortunately in post-secondary learning sometimes the quality of thinking and learning processes or after remains kind of implicit and it's not explicitly explained and this is particularly a problem if we're problem if we're trying to create inclusive spaces where we have students coming together with a wide variety of backgrounds and experiences who might not understand what we see as learning in our context um so in this slide which i show at the start of all my courses actually i try to make visible to students what i'm expecting where i've landed as an instructor for their learning so i kind of explain to them okay this is how i think learning works and then i say and so this is why i set up your assignments as i do this is what you'll see and actually often students are surprised when i actually say well i have a rationale for what it is that i'm asking you to do um it's not enough though to show this kind of slide and say okay carry on just do this what we also do in the first course is actually take an assignment that they need to do that exemplifies these qualities and they have to look at it talk about it together um think about it and interpret how it would show and get them involved in these kinds of learning processes and what i find when i do this in terms of value is that that time invested at the outset and having them um think about what they're supposed to be doing and interpret activities and i continue that one of the other questions continue that throughout the course and the feedback i give in the way that we always think about assignments it results in much um deeper thinking and learning across the entire term thank you and a question from Ramon do you find students are more likely to engage after you have explained why you evaluated them in a particular way absolutely and i feel like that it it demystifies what i'm asking them to do and gives them a sense of purpose underlying it and also and because of the way i do that it's active constructive it's their personal meaning making i think it hooks in with them and gives them a bit of permission to actually work actively with ideas so i think it's motivating on that front and also i think that clarity of how to channel their efforts effectively really does help students to understand what they're being asked to do but also kind of buy into why this is useful for their own learning yeah thank you Deborah okay next up zoe soon thank you this has been so exciting and interesting uh in this slide i basically pasted in as many of my favorite teaching and learning activities as i could i basically wanted to give a sense of the active learning student centric lessons i try to design for my students with the goal of helping them understand and remember all the tricky concepts i teach really large classes of first second and third year human kinetics and nursing students and i'm very conscious of creating lessons that have many facets so visual auditory read rate kinesthetic components in an attempt to appeal to and be valuable for a wide variety of learner and these aspects have also been designed to have a fun aspect and encourage students to work together in an engaging and stress-free environment so to be honest i also like that these activities involve communication and collaboration and student movement they say that sitting is the new smoking and student movement and active learning lends itself well to promoting healthy living as well as sending blood flow to the brain and contributing to that boost of energy and spirit as well as camaraderie camaraderie that i like to see in the classes between the students um so thank you thanks for having me yeah thank you zoe so many questions i'd like to ask about your your 16 different things but i'll i'll leave it to others in the chat and from christina um for some reason in particular the sentence redeprobation escape room intrigues her uh for this one we were uh creating so what i did is i wanted to create um some empathy with the students in terms of what it felt like to age so i teach a course on aging and so when joints age of course they become stiffer you lose range of motion when you age you lose um sensory receptors in your skin so tactile receptors and of course sensory receptors like vision and hearing all those seem to degrade slightly as we age so what we did or what i did is created a lot of different um activities where some of these senses were deprived and a group of students had to complete a task to move on to the next task and then answer questions related to those senses and what they have learned thank you i can't resist asking uh an extra one from wendy is the split p dna milkshake edible yes it is before you add the isopropyl alcohol i suppose okay right thank you zoe uh shone marz welcome shone thanks so much for having me um i don't know most of you but it's great to have the sense of community i'm i'm from the northern medical program so part of the faculty of medicine but located at unbc and prince george and so i chose this slide not because we're all necessarily concerned about the micro anatomy of the liver because it represents a learning experience for me as a teacher um and this is a large group session um where i thought i had a pretty good session at going but students told me um one particular year that it was a bit confusing and so i looked back and realized that i was doing a lot of explaining but my slides weren't necessarily supporting that and it wasn't really building in the way that it ought to have been so i went back and put some effort into breaking down the concepts explaining them at a more basic level and building up to this slide which was sort of the culmination slide um explaining how all the different cell types work together to allow the liver to perform its various roles and uh it was well received um and i guess that's all there to say about that uh just um i think it's important to be humble uh as we go forward having lots of teaching experience to continually be able to learn from our students it is thank you shorn and thank you for for recognizing uh just how important reflection is to all of us as educators and it's very easy to think that uh with experience and and and over time we've got it all figured out but um i'm sure many people uh share that sense of what am i going to learn from my students and from uh from teaching this course this year carissa a question from joanne um she's wondering how distributed uh sorry wondering how distributed programs are thinking about the fall term being online oh my gosh that's a big question so um there's so many players in a distributed program through the different layers of administrative leadership and then the different site specific issues so we're most things are going to be done asynchronously some things will be done synchronously online and very few things will be done in person and there's a little bit of room to do those things differently at the different sites so for example we might get to do gross anatomy teaching um sorry extra teaching in person in prince george to give a bit of value added to the students who are telling you have to come to prince george even though most of it's going to be online and it looks like that won't be able to happen in vancouver um yeah so it's there's a lot of complicated conversations going on it feels a bit like walking up a snowy hill and sliding back um almost as much as you're going forward at times but we're making progress and uh it's a great team to be working with thank you sean and thanks for thanks for joining us uh paul coven from sauda school of business thanks silent echo what everybody's been saying it's uh it's really stimulating the only thing that would make it better would be being together where we'd probably raise a glass afterwards and the slide i'd picked is illustrative of what i try to do with my students and a lot of courses is make them experiential quickly uh this course technology entrepreneurship is a it's a it's a graduate course in the business school but it's co-taught with applied science and the students actually come from across the stem disciplines um and so i picked this slide because first of all it's a simple ice breaker that quickly gets students engaged in learning by doing you can do this within a few minutes of starting the first class um and i know you've read the instructions by now so i'm not rereading them um first the the what it aims to convey is that there are multiple problems and latent opportunities waiting to be discovered and addressed by innovators i'm trying to get students to uh define a problem that that matters that's real from observation rather than one they made up in their dorm room and and uh it contributes to student learning because it shows them that they can be in control of what they work on and it's the first stage of a series of connected activities it leads them to then formalizing these as hypotheses that they then go out and either validate to invalidate through their research great thank you paul and and the the suitcase the duct tape suitcase is certainly uh certainly memorable uh in terms of anchoring that for uh for students okay i'm going to keep us uh keep us moving forward uh bruce dunham from the department of statistics welcome bruce thank you simon and uh welcome everybody thank you um you know it took me a long time as an educator to realize that the impact i have on student learning is only in as much as what i get the students to do we learn by constructing and creating our own knowledge not by consuming somebody else's so my classes are now activity centered i get students working in small groups and i go around attempting to coach students through activities as they're trying and struggling to to do things that i'm asking them to do now it struck me that as a crucial final step what you might call a metacognitive step you've got to take a step back and think well you know what was i asked to do why was i asked to do this and what did i learn and in encoding students to do this i hope that they move on to a state where they can integrate the knowledge that i hope they've taken from a particular activity and embed it in a way in there that it builds on their existing knowledge to build uh lasting and solid knowledge for them to take forward thank you thank you bruce there are a few probably looking for questions in the chat we seem to have devolved into a conversation about the merits of duct tape uh thanks to to paul's last uh there is a question there carissa come up with different answers to questions than you think the reasons are for doing this you know this is a personal thing so this is a personal reflection so actually on the activity afterwards the students get might get what i hope they might have taken but i'm stressed they have to come up with their own thing this is something for them to make sense of their own knowledge and what they what they took from all their last to do thank you thank you bruce thank you uh jude walker okay thank you simon and it's great to see everyone and i think these are one of the few opportunities we get to to learn from people all across campus and to breaking down these silos so i i'll just get right into it i feel therefore i am is a great insight of the neuroscientist demasio and i try to expand that my teaching to we feel therefore we learn and what i presented here is student work and the idea that we make art and we make meaning an education graduate students typically engage in seminar style flip classroom learning with reading at home discussing and asking questions in class and writing academic essays and this also forms a large part of my teaching as a powerful way to learn critical thinking and engaging critical reflection however in recent years i've also gotten students to make art which engages the effective imaginative and metaphorical and often allows students to process ideas and make connections more quickly and see things differently and what you see here as a compilation of different students art piece and even though artists by any means and and where i think the magic happens is when students explain the ideas that are represented by these pieces teaching each other difficult theoretical concept and coming and coming up with new ideas together so i try to attempt to create brave what i call brave classrooms by listening questioning and modeling vulnerability myself so hopefully students can in turn take risks like doing these kinds of activities and go beyond their comfort zone and feel create and learn thank you jude it's great to see the just as people have said the diversity of presentations and things here today it's great to see the diversity in what students produce and then have the opportunity to explain why they chose to to undertake that particular particular creation i am going to move us on shan wang asian studies hi everybody thanks as i meant for the opportunity so as you can see on my slide it's a chosen one an instruction page for and one-on-one oral practice for students the slide is broken down into three parts in the middle part there is a chinese test for everybody i'm just kidding it's i try to sneak in a few target word for students in reading about the details of the task and they feel so proud of themselves that they can read chinese instructions after two weeks of learning and the last part is for evaluation to tell them it's it's formative evaluation you're focusing on finding out how you're doing and to find out feedback from your peers but the more important part is that the first part the learning objective as you may be able to see on the slide this is a one-on-one oral practice between one student and a volunteer of volunteer native speaker of chinese um the goal is to facilitate students uh two types of competence first is the communication skills but the more important today is the intercultural competence that is aligned with ubc's strategic plan of fostering global citizenship and the value of respecting toward different people idea and actions and i think this is we have the luxury of doing this in a small class a small language class where students can really talk this is not only important for the students the learners themselves but also for the international students especially the native chinese speaking students here on campus to encourage them to step out of their comfort zone of engaging with with the learner and to see um who they are from the eyes of a learner of chinese um they feel proud of their um their language ability and then learn from how about ubc from the learners that they communicate with so i think it's just uh one of those activities where students actually get to talk with each other and explore um an idea of a language thanks thank you a question from agnes do you give students help with navigating the cultural differences that they uncover thank you um we do give them guidance but you will be um thrilled to know that students actually have lots of questions that they want to navigate um but never had a chance so um i have students asking each other but why do chinese people always ask me age like don't don't they know that it's not polite to ask people their age um so through the conversation between uh individual students they have their different perspectives uh native speakers of chinese complain to their peers saying yeah my parents does that all the time i feel embarrassed but you know what that's common um in a chinese speaking country they they're showing you care they wanted to um know more about you so they have their different ways of navigating um i wanted to say that giving them opportunity to to converse um is allowing them to navigate by themselves great thank you santo sing thank you simon and good to see everyone here so why this slide this slide um basically uh use it for biology 260 i'm just teaching that um you know during this summer term i also use this same slide at my third year course and also sometimes the first year course as well why i chose this slide simply because students have through the service told me that this is one slide in which they really got interested in plants in which they learned a lot about the plants on a single slide and i don't take any credit for this slide because i got contribution from hundreds of my students in the last five or six years who filled in the blanks this slide i bring it right in my first lecture and then towards the end when it's the final review time the slide initially comes as a just a canvas without any thing written just the basic leaf structure in the back um it's a challenge to get students students interested in plants because most of the students at the secondary level we see are more interested into medicine or animal part of the physiology so in order for to fill it in we just ask them photosynthesis being one of the key aspect of plants so i asked them about the this basic equation of photosynthesis which i call it as an equation of of life basically as carbon dioxide and water being the reactants in presence of sunlight makes oxygen and sugars and then students split into groups they could be either be called as a carbon dioxide group water group and so on and they then develop this whole thing as to how plants are related to other species how they are connected or how they can solve the global issues of global problems like food security up there as well as the environmental climate change sustainability and so on so they also look at how oxygen is important it provides life not only the plants but also to the life of all the organisms on this earth so when they have done this part then they do further discussions on this right papers or in biology 351 or 352 they then do research on finding more more answers to this and i'll end it right here thank you for your attention thank you santoc sounds like an entire course on one slide for at least the potential for an entire absolutely and we covered that in the end um you know as as well which i'm going to do next week when when it's the final lecture great thank you agnes welcome hi thank you so a few years ago montreal dumped eight billion liters of sewage into the river as part of a sewer repair and the city said there was no other option but dumping the sewage so in this activity i challenged students to get creative and think of some other solutions and i chose this slide because it lies at several intersections it's from a course where engineering instructors teach non-engineering students it's a practical problem where we get to apply our imagination and creativity and it leads to a discussion about trade-offs so what would you be willing to give up to prevent this money land personal comfort um so the activity asked students to think critically about both the technological claims that they're hearing and the limitations imposed on engineering products not only by the physics and the math but by our values as a society perfect thank you question carissa what was the best solution and was it feasible from paul we've yeah i don't know we've come up with the best one uh or even very feasible ones there have been things like uh poopsicles on your porch in the winter and giant holes filling up olympic stadium with sewage um oil tankers it's been very creative and ultimately what we come up with is very expensive very resource intensive and what are we losing by solving this problem in that way yeah i love the uh the context and how how you motivate the students uh interest in the uh in the in in the topic and that's a certainly a theme that runs through several of the the slides that we've seen okay susan welcome susan nesbett oh thanks simon and hi everyone so this slide is a screenshot from an online course entitled engineering and sustainable development it's a basically a self-study course that also has a uh is unparallel uh sort of asynchronous discussion every week uh the slide is the last learning moment in the material resources and productivity lesson which is the first of five lessons in the sustainable supply chain module you know i'm sharing this slide because i really like that it is simple short i think it's visually engaging uh perhaps even playful and amusing and it's also empowering and positive it conveys the message that dematerialization is possible and that students have a critical role to play in achieving the un sustainability goals you know for example uh the sustainable consumption and production goal so with this slide i'm striving to inspire students to continue with the modules lessons uh which aim to help students connect contextual issues like uh sustainable development goals to their future environment sorry engineering design decisions thanks thank you susan i remember radio shack i wanted to have a look at zoom in on the slide to see all the uh all the items that you could buy once in a while great thank you uh vita chitnav hello everyone i'm very happy to be here and to have an opportunity to share my slide this slide represents project-based learning that i have implemented in my upper level russian language course russian through film and students learn the language while accomplishing a real research task on the russian film of their choice i believe this project facilitates learning because it is differentiated learning the project is based upon the language proficiency and interests of each learner also it is divided into a few assignments and students are guided uh step by step until they complete the project so it's some kind of scaffolding for learners that's about it thank you great okay i don't see uh any questions uh we'll move on to this is the the the last presentation this is not the feedback form for the event should you feel like trying to all click a uh but erin welcome please hi yeah thank you it's great to be here i uh thought i was a little bit out of place just in terms of it just this slide felt feels very different from the others um but every time i show it in the big intro chem classes so i teach chem 121 and chem 123 where we put 200 students in a lecture hall and we just put them through their paces in terms of midterms and that sort of thing and showing the slide the class after the midterm just makes the classroom roar right like students are just talking with each other they just cannot contain themselves and uh it's great because it creates a space for them to sort of share an emotional response to a stressful situation because midterms are stressful and it just gives them a chance to connect and have sort of a cohesive moment in the room it's because our classes are so big uh it's would really not be fair to sort of try to pick on an individual student and be like how did you find the midterm um whereas if you ask it as a clicker question it's a way of getting everybody to participate and engage and uh the students can acknowledge oh i struggled i'm closer to e than to a um and it's a way if they do acknowledge their struggle when we show the or when i show the clicker results or share the poll results they can see that no matter what they chose they weren't alone and i like this because when they are going through and doing their discussions it's a chance for them to share their struggles with their classmates their victories with their classmates and also sort of try to go through and reflect what are strategies that students use for this midterm and what will they use going forward what could they use for the next one yeah thank you i just before we get to a question i think it demonstrates something else as well i think it demonstrates the care from you as the instructor to actually want to know how they experienced it and presumably take action as a as a result of that so this is not something i would have asked in my first year of teaching but it's something i'm comfortable asking now right or is it and from remone do you find asking clicker questions like this helps with the overall engagement and collaboration absolutely absolutely um questions like this very much they encourage students to talk to their neighbor and as soon as they start breaking that ice and sort of building up the um connections with their classmates it just it helps uh build that cohesive nature of the class yeah it's it's a relatively small thing and i know many of us will do things like this in our teaching but you know cumulatively these small things can have can have a huge impact on student engagement and a sense of belonging and i think we need that anyway in our in our teaching we need it even more now given the the extraordinary circumstances that we find ourselves in so that brings us to the end of the the presentation and up to the hour i'll quickly hand back to santa for any closing comments well i'd just like to say that i'm simply blown away by the diversity of ideas and approaches that all of you have employed in your classes and you can really see how extraordinary you are and how innovative you are not just here at the university but across the country and globally that last slide erin really hit home to me because of what you said about how you wanted to engage with your students at midterm and to ask them how the midterm was and in in many ways that made me think about this upcoming year and this past several months and another one of you actually spoke about how it's really important this annual meeting this celebration of teaching excellence and to learn from each other across both campuses across many faculties and to to learn best practices and to to share our struggles and to share our successes just as is the case in that midterm in that class and so you know you know what's happening this year is is extraordinary and we are all struggling myself included and um we are going to have to challenge ourselves and how to to motivate our students and to have to get them excited about each and every one of our fields and and so probably a year from now would be a good time for us to use that slide and ask the same question of of each of us how how was the year not how was the midterm how was this year and to share the challenges the struggles and the victories with each other you know if if we look back at this year that's upcoming in the future when things return to normal I'm almost certain that this will be a year where we will have learned and grown a great deal as an institution and individually as teachers and so I hope that one year from now and we're celebrating again that hopefully we can do it here at normal Mackenzie house and hopefully we can listen to each other and learn from each other and thank each other for being there for our students and being there for this institution and I just want to end with a sort of a humorous note Simon when you Invited professor sing to to speak I was sitting there and I thought you were calling on me because our first names are so similar but Just I just want to end with that and thank you all for being here today and thank you all for everything that you do Thank you center for those those concluding remarks and thank you everyone We're a couple of minutes over but that does conclude our event Congratulations to all of you that have been recognized through awards both within UBC and both of our 3m national teaching fellows Paul Coven and Tiffany Potter this year who are both able to join us We will be sending a follow-up email after the event. We'll make the link the recording and all of those slides with that fantastic Rich array of ideas and information Available to all of you. So thanks very much. Stay safe everyone