Education is more than just transfer of information, yet that is what is mostly done in large introductory courses -- instructors present material (even though this material might be readily available in printed form) and for students the main purpose of lectures is to take down as many notes as they can. Few students have the ability, motivation, and discipline to synthesize all the information delivered to them. Yet synthesis is perhaps the most important -- and most elusive -- aspect of education. I will show how shifting the focus in lectures from delivering information to synthesizing information greatly improves the learning that takes place in the classroom.

Eric Mazur

Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University. He is author or co-author of 252 scientific publications and 12 patents. He has also written on education and is the author of Peer Instruction: A User’s Manual (Prentice Hall, 1997), a book that explains how to teach large lecture classes interactively. In 2006 he helped produce the award-winning DVD Interactive Teaching.

In 2008 Mazur received the Esther Hoffman Beller award from the Optical Society of America and the Millikan Medal from the American Association of Physics Teachers.

Location: H 767 l See Calendar

Deep learning is associated with understanding, sense making and critical thinking. It also correlates highly with intrinsic motivation. In this session we will generate student-centered teaching and learning strategies that promote deep learning, conceptual change, sense making and meta-learning.

Arshad Ahmad

Arshad Ahmad is Associate Professor in the Finance Department in the John Molson School of Business (JMSB). He is President of the Society for Teaching and Learning in Higher Education (STLHE) and Vice-President of the International Consortium for Educational Development (ICED). His current research interests are in Conceptual Change, Teaching Philosophies, Excellence in Teaching and Accelerated Learning Designs.

Arshad Ahmad is the 1992 3M National Teaching Fellowship award winner. He has also won several awards at Concordia University.

Location: H 763 l See Calendar

Appreciative pedagogy focuses on peak performances and successful experiences. In applying this approach, students and teachers report heightened energy in the classroom and an increased sense of relevance of content to personal and professional life. Strategies for classroom implementation will be identified.

Rosemary Reilly

Rosemary Reilly is Associate Professor in the Department of Applied Human Sciences. Her particular research interest is exploring the impact of using learning as a lever for change at an individual, organizational, or community level. As well, Dr. Reilly has presented and published in the areas of social creativity, the development of learning communities, trauma, and qualitative changes in thinking patterns as a result of collaboration in groups. Dr. Reilly employs an experiential approach to learning, while emphasizing the whole person in this process-- the intellectual, emotional, physical, and spiritual parts of the participant. She spends a portion of her time working with culturally diverse groups in schools, social service agencies, and community organizations.

Rosemary Reilly is the 2009 winner of the Faculty of Arts & Science Excellence in Teaching Award.

Location: H 760 l See Calendar

In this session we will describe some of the ways people often behave in difficult situations which not only limit their effectiveness in solving problems, but also limit their ability to learn to be more effective.

Ronald Smith

Ronald Smith is Professor Emeritus in the Department of Education at Concordia. He has directed the Centre for Teaching and Learning Services for 24 years before going to Hong Kong to direct the Centre for the Enhancement of Learning and Teaching at City University. He has over 30 years experience in professional development and his research focuses on the application of action science and reflective practice to improving professional practice.

Ron Smith is the 1988 3M National Teaching Fellowship award winner.

Location: H 767 l See Calendar

Peer instruction is a research-based pedagogy that actively engages students in the classroom and has been shown to dramatically improve conceptual understanding, even in large classes. The basic goals of peer instruction are to encourage and make use of student interaction during lectures, while focusing students’ attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer instruction is now used in a wide range of courses. In this workshop, participants will learn about peer instruction, serve as the "class" in which peer instruction is demonstrated, discuss several models for implementing the technique into the classroom, and learn about available teaching resources. While successfully implementing peer instruction doesn’t require any technology, using the right technology can improve student engagement, increase learning, and make it easier to implement peer instruction in your classroom.

Eric Mazur

Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University. He is author or co-author of 252 scientific publications and 12 patents. He has also written on education and is the author of Peer Instruction: A User’s Manual (Prentice Hall, 1997), a book that explains how to teach large lecture classes interactively. In 2006 he helped produce the award-winning DVD Interactive Teaching.

In 2008 Mazur received the Esther Hoffman Beller award from the Optical Society of America and the Millikan Medal from the American Association of Physics Teachers.

Location: H 763 l See Calendar

"Computers replace teachers in the classroom?'"
"E-learning is less effective than classroom teaching."
"Teaching online is less interactive than classroom instruction."

Many concerns exist about e-learning and other forms of technology-based learning, but what does the evidence and other instructors’ experience actually say? This session explores some of the most common concerns about e-learning and provides evidence and examples to address these concerns.

Saul Carliner

Saul Carliner is Concordia’s e-Learning Fellow as well as Director of the Education Doctoral Program and an Associate Professor in the Department of Education. His research and teaching focus on the design of materials for learning and communication in the workplace, as well as the management of groups that produce these materials. Among his 8 books are Designing e-Learning, Advanced Web-Based Training and The e-Learning Handbook.

In 2011, Saul Carliner was inducted into the Provost’s Circle of Distinction.

Location: H 767 l See Calendar

This interactive session will engage participants into activities which do not utilize computers. Some of the methods we will discuss are Concept Mapping, Perry Game and Metaphor Cards. Will such activities keep the students attention? Will it help them "learn"? Come try a few for yourself during the session!

Nancy Acemian

Nancy Acemian teaches programming in the Department of Computer Science and Software Engineering. Her research area is in the visualization of computer code, to aid students to "see" the sequence of programming codes, and the development of effective learning tools which can be used in class as well as online to address different learner styles.

Nancy Acemian is the recipient of the 2008-2009 Teaching Excellence Award in the Faculty of Engineering and Computer Science and the Concordia University Award for Innovative Excellence in Teaching in 2010.

Location: H 760 l See Calendar

In this workshop, Dr. LeBel will share some of the effective tactics he uses to engage students and deliver a dynamic educational experience.

Jordan LeBel

Jordan LeBel is an Associate Professor in the Department of Marketing at the John Molson School of Business where he teaches "The Marketing of Food" and "Experience Marketing". He is the director of the newly created Luc Beauregard Center of Excellence in Communications Research at Concordia. He serves as Vice-President of the Board of Directors of Youth Employment Services, a nonprofit organization helping young people find employment and helping entrepreneurs launch their business.

Jordan LeBel is the 2005 and 2010 winner of the John Molson School of Business Dean’s Award for Teaching, the 2010 recipient of Concordia’s President’s Award for Excellence in Teaching, and the first MBA Student Choice Award in 2011 for his course on Experience Marketing.

Location: GM 430 l See Calendar

In this interactive workshop, the challenges and opportunities presented by a diverse student group will be explored.

Diane Demers

Diane Demers teaches at Concordia University in the Department of Applied Human Sciences, in areas of Diversity, Leadership, Communication, and Group Dynamics. She holds a Master’s degree in Human Systems Intervention and is a certified Personal and Professional Coach. Her consulting and training experience over the last decade includes designing and delivering customized intervention and training programs, small and large group facilitation, cross cultural team building and diversity-related issues as well as supporting the development of diversity management strategies in organizations.

Location: H 762 l See Calendar

"Oh no, not another discussion group!" This interactive session will explore approaches for promoting classroom discussions that are stimulating and relevant. The workshop will include activities that cover factors that promote effective classroom discussion; creating an environment that supports and encourages students; designing questions that open up a topic for discussion; formats and approaches that mix things up and keep people interested; and facilitation techniques for keeping the discussion on track.

James Conklin

James Conklin is an Associate Scientist at the Bruyere Research Institute in Ottawa and an Assistant Professor in Applied Human Sciences at Concordia University in Montreal. Dr. Conklin’s research focuses on knowledge exchange, planned change, and social learning, and includes work related to the generation and movement of new knowledge through social networks consisting of researchers, policy makers, and frontline workers. Dr. Conklin is Principal Investigator on a CIHR-funded project focusing on knowledge-to-action processes through communities of practice.

James Conklin is the recipient of the 2012 Alumni Award for Excellence in Teaching.

Location: GM 430 l See Calendar

Dr. J. Twenge’s study entitled, "Generation Me", describes a cohort that is increasingly demanding, assertive and entitled. This workshop session will focus on how these dynamics play out in a classroom environment and what professors can do to respond to the unique challenges these students present.

David Tabakow

David Tabakow was an English teacher at Vanier College from 1971 to 1975 and again from 1977 to 1985. In his misspent youth he was also a freelance writer, an encyclopedia salesman, and a professional storyteller. He has been a counsellor at Concordia’s Counselling and Development since 1994.

Location: H 760 l See Calendar

The workshop has two primary objectives:

1. it will explore how instructors can create the winning conditions for critical thinking in the classroom in an age when class sizes are growing and students are often distracted by laptops and mobile phones or are overextended due to family obligations and work commitments; and
2. it will provide instructors with a variety of concrete strategies for encouraging critical thinking and overcoming the challenges associated with it.

Marc Lafrance

Marc Lafrance is currently Assistant Professor of Sociology at Concordia University. Lafrance’s areas of teaching and research expertise relate to popular media culture and contemporary cultural theory. He won the Best Professor Award, given out by the Sociology and Anthropology Student Union, in 2009-2010.

Location: H 762 l See Calendar

Faced with a changing demography, the need to develop better tools, more efficient methods, and a pedagogy based on research is becoming critical. This workshop will introduce educational cards as an instrument to develop, enrich and refine one’s conception of teaching and learning. Download the program.

Serge Talbot & Claude Savard

Serge Talbot is Full Professor in the Faculty of Education of Université Laval. Since 1996, he has taught a pedagogy course for faculty members and doctoral students at Université Laval. The course is entitled The Pleasure of Making Learning Happen (Le plaisir de faire apprendre). He is currently Dean of Undergraduate Programs and Chair of the Comité de valorisation de l’enseignement at Université Laval.

Claude Savard is Full Professor in the Faculty of Education and is currently President of the Commission des études at Université Laval. His research is on adult learning. He is particularly interested in research areas such as instructional design, competency education, learning assessment and learning communities.

Location: H 763 l See Calendar