2019 Festival Program

What to Expect for 2019

Held on Thursday, May 2, the 2019 edition of the festival will feature a full day of presentations, workshops, and networking sessions from across the academy. The day will kick-off with a guest Keynote Lecture "Creating a Safe Critical Learning Environment: Sharing Best Practices" by Jeanette J. Norden, Ph. D., Professor of Cell and Developmental Biology, Emerita, Vanderbilt University School of Medicine.

Schedule at a Glance

Festival of Teaching and Learning 2019

The Sessions

Download the full program with complete abstracts here

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Edmonton Clinic Health Academy (ECHA) L1-190
University of Alberta


Coffee (Outside of ECHA L1-190)


ECHA L1-190

Opening Remarks:
David H. Turpin, President and Vice-Chancellor

Introduction of Keynote:
Sarah Forgie, Vice-Provost (Learning Initiatives)


ECHA L1-190

Keynote Presentation: Creating a Safe Critical Learning Environment: Sharing Best Practices
Jeanette J. Norden, Ph. D., Professor of Cell and Developmental Biology, Emerita, Vanderbilt University School of Medicine.

One of the true joys of teaching is watching students develop intellectually and personally. As educators, we create the learning environment in which such development may be stimulated. Using multiple examples from teaching both a largely lecture-based Medical Neuroscience course to second year medical students and an entirely discussion-based capstone course to undergraduates, Dr. Norden will share her reflections on what elements of the learning environment are especially relevant for fostering knowledge acquisition, critical and analytical thinking, higher-order reasoning skills, and personal reflection in students.

09:45-10:00 Keynote Q & A (ECHA L1-190)
10:00-10:15 Coffee (Outside of ECHA L1-190)

CONCURRENT SESSIONS (ECHA L1-140, L1-150, L1-220, L1-420, L1-430)


ECHA L1-140

The Diaries of a First Time Blender
Kerry Rusk

Ranting for an Engaging Final Assessment Practice
Jordan Long

A Research-Based Innovative Approach for the Development of a First-Year Introductory Engineering Design Course
Alyona Sharunova and Jason Carey


ECHA L1-150

Collaborative Learning in Large Classes...Yes it's Doable
Lien Luong

Enhancing Student Success through Predictive Learning Analytics
Ying Cui, Ali Shiri and Fu Chen

New Times, New Classes? - the impacts of structural reform on curriculum and pedagogy
Lars K. Hallstrom


ECHA L1-220

Community-University Partnerships for Experiential Learning
Rebecca J. Gokiert

Innovating in the Trenches: A non-pedagogical expert using flipping and blending in the classroom
Timothy Mills

Increasing Engagement in Student Orientation Using Gamification
Jessica Ley


ECHA L1-420

We Are All Related Augmented Reality Guide: An open education teaching and learning resource using digital media co-creation to explore Indigenous-settler relations
Rob McMahon and Diana Steinhauer

Setting the Optimal Motivational Context for Learning
Oksana Babenko and Lia M. Daniels

Writing Fellows in the Faculty of Law: Creating a Collegial Learning Environment Using Upper-Year Students to Deliver Substantive Content
Christopher Samuel and Stella Varvis


ECHA L1-430

The PERFECT Approach to Serious Games
Lyn Sonnenberg, Maria Cutumisu, Thomas Jeffery and Georg M. Schmölzer

Using Artificial Intelligence and Virtual Reality to Reduce Anxiety in Clinical Interview Students
Shaniff Esmail and Brendan Concannon

Virtual Reality in the Classroom: Enhancing Education with Immersive Experiences
Nathanial Maeda and Martin Ferguson-Pell


ECHA 1-190 (3 hour workshop)

Community Service Learning workshop: Designing the Integration of Critical Reflection and Assessment within Community Service-Learning courses
Patti H. Clayton




Capitalizing on Interprofessional Education Opportunities: Structured Interprofessional Shadowing Pilot Project
Sharla King, Melanie Garrison, Interprofessional Education Student Collaborative Group

Developing Online Interactive Tools for Enriching Science and Engineering Courses
Zaher Hashisho

Engaging with Black Holes: Experiences in Astro101
Stephen Lane and Sharon Morsink

ExamVis: An Interactive Feedback System for Students
Okan Bulut and Maria Cutumisu

Learning CanMEDs through Quality Improvement in the Health-Care System for Medical Students
Nahla Gomaa and Marghalara Rashid

MOOCing Back to the Future: Five years of Massive Open Online Courses at the Faculty of Science
Gavin Bradley

RETAIN: A new approach to teaching and evaluating neonatal resuscitation
Simran Ghoman, Georg Schmölzer, Maria Cutumisu, Thomas Jeffery, Patrick von Hauff and Matthew Brown

The Impact of a Second Midterm on Students' Learning Outcomes
Kelly Keus, Jamie Grunwald and Neil Haave

When the Real Teacher Arrives: Exploring Relational Connections in our Teaching Practice
Kerry Rusk and Lynn Anderson


Resistance is Futile: Strategies for Building Resilience for Active Learning (ECHA L1 -190)
Renette Bertholet, Sheryl Gares, Mark Hall, Hani Henein, Valentina Kozlova, Michelle Spila and Valentin Villatoro

Why do students resist active learning? Over the past academic year, a Faculty Learning Community (FLC) of 10 instructors at the University of Alberta's North and Augustana campuses regularly met at the Centre for Teaching and Learning to explore this question. In this FoTL Plenary, members of this FLC, who come from diverse fields and varying years of teaching experience, describe their process and findings in terms of: how students resist, how resistance to active learning can be overcome, why resilience for active learning should be fostered in our students, and how resistance and resilience manifest within the university beyond the classroom.