Pedagogical Values Series
Unit outline
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Theme: “Co-creation: Students as partners”
Learning, Teaching, Research Model (LTRM) Arc: Caring and Community-Based
Facilitators: Dr. Jean Slick and Dr. Sophia Palahicky
Participants: 36 (16 face to face and 20 online)
Date: January 30, 2019
Description:
The Centre for Teaching and Educational Technologies (CTET) is pleased to present the first values based micro-session that will focus on the arc of Caring and Community-Based of the LTRM. The theme for the session is “Co-creation: Students as partners” and the facilitators are Dr. Jean Slick and Dr. Sophia Palahicky. This theatre style, one hour session will include sharing, large group discussions, and reflective activities.
Pedagogical values refer to the worldviews, beliefs, perspectives, and biases about teaching and learning that underpin our specific educational practices (Palahicky et al., 2017). In other words, they are the belief systems that inform the decisions that we make at the micro and macro level of our teaching, from how we design learning experiences to how we interact and engage with learners. Some examples of pedagogical values include diversity, social justice, and community.
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Theme: “Appreciative Feedback to Support Learning"
Learning, Teaching, Research Model (LTRM) Arc: Applied & Authentic
Facilitators: Ken Jeffery (SET) & Lauren Halcomb-Smith (CTET)
Participants: 39 (15 face to face and 24 online)
Date: January 30, 2020
View Recording(YouTube)
Description:
The second values based micro-session that focused on the arc of Applied and Authentic of the LTRM. The theme for the session was “Appreciative Feedback to Support Learning”, facilitated by Ken Jeffery (SET) and Lauren Halcomb-Smith (CTET). In the session, Ken Jeffery shared his reflections on his teaching career and the values that have informed his teaching practice, with a particular emphasis on a pedagogy of care. Ken shared the model of appreciative feedback, an approach to providing feedback that emphasizes actionable changes that a student can make whilst attending to the emotional aspect of learning. Two methods for practicing appreciation were shared: audio feedback and narrated video feedback. A rich discussion with session participants followed.
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Theme: “Impactful & Reflective Learning"
Learning, Teaching, Research Model (LTRM) Arc: Transformational
Facilitators: Geo Takach (SCC) & Sophia Palahicky (CTET)
Participants: 17 (online)
Date: Jan 28, 2021
View the session recording:
Description:The sixth values-based micro-session focused on the Transformational arc of the LTRM. The theme for the session was “Impactful & Reflective Learning”. In the session, Dr. Geo Takach, faculty in the School of Communication & Culture (SCC), shared his strategies for active learning through arts-based methods of inquiry. A discussion and Q&A session followed the formal presentation.
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Theme: “Openly Practiced"
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic
Facilitators: Elizabeth Childs (SET) & Sophia Palahicky (CTET)
Participants: 34 (online)
Date: Apr 13, 2021
Description: The seventh values-based micro-session focused on the Applied and Authentic arc of the LTRM. Elizabeth explored the concept of “openly practiced”, showcased strategies for using open educational practices, and discussed considerations and impacts of taking up openly practiced in RRU learning, teaching, and research. -
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Theme: “Taking the LTRM Seriously"
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitator: Sophia Palahicky (CTET)
Participants: 15 (online)
Date: September 28, 2021
View the session recording (Zoom)
Description: The Centre for Teaching and Educational Technologies (CTET) hosted the eighth values based micro-session that focused on the Learning, Teaching, and Research Model (LTRM). The theme for the session was “Taking the LTRM seriously” facilitated by Dr. Sophia Palahicky. In the session, participants were invited to share, join group discussions, and participate in reflective activities. The session inspired ongoing dialogue and creativity about how to infuse components of the LTRM into teaching and learning spaces. Some of these components include: support, flexibility, co-creative, team based, socially innovative, inclusive and diverse, and impactful. -
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Theme: “I ask in duck language”: The transformational value in the RRU LTRM
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitator: Dr. Athena Madan (SHS)
Participants: 18 (online)
Date: January 27, 2022
Description: The Centre for Teaching and Educational Technologies (CTET) hosted the ninth values-based micro-session that focused on the Learning, Teaching, and Research Model (LTRM). The theme for the session was “I ask in duck language”: The transformational value in the RRU LTRM facilitated by Dr. Athena Madan. In the session, Athena shared how her own experiences as a individual and scholar have informed and transformed her understanding of pedagogy and creating space for safe and transformational learning. Following Athena's sharing, participants engaged in a rich and reflective discussion on challenging worldviews, shifting power, healing, and creating space for learners who may bring trauma to their learning.
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Theme: Taking the LTRM into the Field – transforming experiences through off-campus activities
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitator: Dr. Eugene Thomlinson
Participants: 18 (online)
Date: April 12, 2022
View the session recording (Zoom)
Description: The Centre for Teaching and Educational Technologies (CTET) hosted the tenth values-based micro-session that focused on the Learning, Teaching, and Research Model (LTRM). The theme for the session was Taking the LTRM into the Field – transforming experiences through off-campus activities, facilitated by Dr. Eugene Thomlinson. In the session, Eugene shared about the transformational opportunities possible from connecting students to the community through coursework and specifically COIL (Collaborative Online International Learning) experiences. Reflecting on his recent trip to Mexico where the School of Tourism and Hospitality Management is working with a partner university in Guadalajara, he discussed how students are connecting their program outcomes with real community impacts, resulting in applied and authentic learning.
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Theme: Collaborative Learning
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitator: Zhenyi Li (SCC)
Participants: 22 (online)
Date: September 27, 2022
View the session recording (Zoom)
Description: The Centre for Teaching and Educational Technologies (CTET) hosted the eleventh values-based micro-session that focused on the Learning, Teaching, and Research Model (LTRM). The theme for the session was Collaborative Learning, facilitated by Zhenyi Li. In the session, Zhenyi Li shared about his assignment design for “collaborative learning” in IICS 625 “Communication for Health and Well-being”, where conventional teamwork is replaced by interactive “peer review”. The assignments are designed in a way that every student needs to team-up with at least 50% classmates to obtain an average final grade. They have to work closer with more classmates if they aim to have higher grades. Therefore, the assignment design encourages and facilitates “collaborative learning” as RRU LTRM advocates, while it mitigates certain “team issues” which may scare students away from “collaborative learning”.
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Theme: Inquiry-Based Learning: Enabling Transformation in Teaching and Learning
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitator: Robin Mueller (SET)
Participants: 21 (online)
Date: January 26, 2023
View the session recording (Zoom)
Description: The Centre for Teaching and Educational Technologies (CTET) hosted the twelfth values-based micro-session that focused on the Learning, Teaching, and Research Model (LTRM). The theme for the session was Inquiry-Based Learning: Enabling Transformation in Teaching and Learning, facilitated by Robin Mueller. In this micro-session, Robin Mueller shared her experiences and reflections on transformation as a pedagogical value. Robin has used inquiry-based learning in multiple formats as a pedagogical approach to facilitating transformational learning across disciplinary areas.
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Theme: Trauma-Informed Practice: Caring and Community-Based values in the RRU Learning, Teaching and Research Model
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitators: Shawn Holmes and Valeria Cortés
Participants: 28 (online)
Date: April 11, 2023
View the session recording (Zoom)
Description: The Centre for Teaching and Educational Technologies (CTET) hosted the thirteenth values-based micro-session that focused on the Learning, Teaching, and Research Model (LTRM). The theme for the session was Trauma-Informed Practice. In this session, Shawn Holmes and Valeria Cortés will share their work in furthering Trauma-Informed Practice at the University, and how this relates to Caring and Community-Based values in the RRU Learning, Teaching and Research Model. They will also share their recent experience in supporting our first Trauma-Informed Practices workshop, in co-operation with CTET, and funded by Buttedahl & Skene Learning & Teaching Innovation Fund and Allan Cahoon Global Advancement and Diversity Fund.
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Theme: Discover how to transform your teaching with relational and holistic pedagogy
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitators: Valeria Cortés and the PPA Program Team
Date: September 25, 2023
Description: This was a special Pedagogical Values Series event featuring the learnings from the Professional Project Administrator Program (PPA), an online program offered in collaboration with Indigenous communities in Western Canada. The PPA program was designed to provide employment opportunities and skills development for Indigenous learners while fostering a culturally responsive and respectful learning environment.
At this event, we heard from the PPA program staff and researchers involved in the program and learned about what made it a successful and meaningful experience for students and faculty. We also explored the challenges and opportunities that emerged from this innovative program and how they can inform teaching practice at RRU.
Whether you teach online or in person, this event offered valuable insights and strategies to enhance your pedagogical approach and connect with your students more authentically and respectfully.
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Theme: Experiential Learning with Career Learning & Development
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitators: Natasha Dilay and the Career Learning & Development Team
Date: February 1, 2024
Description: In this interactive 90-minute session, the Career Learning and Development team briefly overviewed how their Centralized Service Model supports the classroom experience and enhances current teaching through career pedagogies. The focus was on generating ideas for activities, assignments and class discussions, thus fostering a deeper connection to course learning outcomes. Participants were encouraged to bring a course syllabus or compilation to explore through a Career Development Learning (CDL) lens. Facilitated breakout sessions discussed existing frameworks, theories, practices and pedagogical approaches. Participants left the session with a deeper understanding of what they are currently doing to support CDL, how to embed new approaches and the support and resources available in Career Learning and Development.
RRU’s Career Learning and Development Centralized Service Model guides their student-centric support and approaches to embedding CDL into the student experience. CDL is an andragogical approach that intentionally embeds practical and professional learning into course design to engage students in education that develops their career capital. It encompasses a set of taught and practiced skills that put students in the position to explore, understand, establish and achieve their career goals. CDL integrates academic learning, employability, and career management to provide a holistic understanding of their role as change makers in the global economy.
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Theme: Making Teamwork Work with the Team Coaches
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitators: Nooreen Shah-Preusser and the Team Coaching Team
Date: February 15, 2024
Description: The Team Coaches explored the RRU Teamwork Skills and Competencies Framework to better understand the three C’s of teamwork: coordination, cooperation and collaboration.
Team coaching is a service provided to support students to navigate their team-based learning experiences at Royal Roads. Team coaches are integrated in various programs and provide workshops, team facilitation, and one-on-one student coaching to support teamwork.
Team-based learning is an integral part of the Learning, Teaching, and Research Model, which highlights that learning occurs when we interact with others. This is purposefully emphasized through teamwork requirements that students engage in throughout their program. Academic teamwork can be challenging, requiring students to use skills they may have never used before. To clearly articulate these skills, in 2022, Team Coaching designed the RRU Teamwork Competencies and Skills Framework which is the foundation of our support service.
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Theme: The Role of Educators in Trauma Recovery through Social Change
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitators: Dr. Theresa Southam
Date: November 26, 2024
Description: In this session, we considered educators' role in trauma recovery. By listening to the story of student Gaganjeet Singh we learned how his trauma recovery will rely on more national conversations about the tenuousness of multiculturalism in Canada today and fuller admissions of what is lacking in ‘internationalizing’ post-secondary education. Theresa writes in her newly published book Transforming Trauma through Social Change: A Guide for Educators, "By looking at international student Gaganjeet Singh’s story, we that not only is he entangled in personal trauma, but a new type of colonialism—neocolonialism has snared him…The internationalization of education is often veiled as “good” for Canadians and students. Yet, recent research that demonstrated the demoralizing and racist effects that many international students suffer seldom shows up in popular media” p. 182.
The process described in this book, moving through trauma acknowledgement, critical reflection and meaning-making, exploring new roles and gratitude, and taking action exemplifies Royal Roads University’s Learning, Teaching, and Research Model. A 2020 PhD in Human and Organizational Development, Dr. Southam is both an alumnus of Royal Roads (Masters in Intercultural Communication – 2010) and an Associate Faculty member teaching and supervising students. She is the Department Head of the Teaching and Learning Centre at Selkirk College and continues her research as an ISI Fellow at Fielding Graduate University. She recently published Transforming Trauma through Social Change: A Guide for Educators with Fielding University Press and is the co-editor, with Marie Sonnet and Patrice Rosenthal, of Driving Social Innovation: How Unexpected Leadership is Transforming Society. Theresa’s publications can be found both on academia.edu and researchgate.net. The book website is here.
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Theme: Structured Controversy Learning Activity
Learning, Teaching, Research Model (LTRM) Arc: Applied and Authentic, Caring and Community Based, and Transformational (ACT)
Facilitators: Dr. Robin Mueller
Date: January 28, 2025
Description: In this session we learned about the Structured Controversy learning activity led by Dr. Robin Mueller. Structured Controversy is a cooperative learning activity where students work in small groups to explore a controversial or contested topic. Students uncover, discuss, and contemplate the many sides associated with a given issue, with a goal to collectively investigate as many viable solutions to a problem statement as possible—making it an effective pedagogical strategy for building stamina during times of socio-political polarization. Robin will present preliminary results from her research project designed to investigate learner experiences of participating in Structured Controversy, and share some guidelines for implementing the activity in higher education classrooms.
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