Legacy 2015

LEGACY

LEGACY MAGAZINE UNIVERSITY OF LETHBRIDGE FACULTY OF EDUCATION 2015

contents

facultyofeducation contributors

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DEAN’S MESSAGE

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ALUMNI STORIES

Marguerite Anderson Margaret Beintema Brenda Bell Alison Conroy Ken Heidebrecht Carol Knibbs Craig Loewen Greg Martin Diane McKenzie Elizabeth McLachlan Rob Olson Susan Pollock Maureen Schwartz Nicole Spence Wayne Street Darcy Tamayose CJ Tuff Kelly Vaselenak Jaime Vedres Ed Wasiak

special thank you

University Archivist, Mike Perry, Education Undergraduate Society, Dual Credit Program students at LCI, Chinook High School teachers

printing

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FACULTY RESEARCH

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GRADUATE STUDENT RESEARCH

University of Lethbridge Printing Services The Legacy is produced by the Faculty of Education at the University of Lethbridge in collaboration with the Advancement Office.

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PARTNERS IN EDUCATION

10% Post Consumer Recycled Content

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50th ANNIVERSARY PROFILE

Correspondence is welcome and may be addressed to: Faculty of Education University of Lethbridge 4401 University Drive W Lethbridge, AB T1K 3M4 edu.communications@uleth.ca 403-332-4550

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Photographer: Olson Photographer: Photographer: Rob Olson Photographer: RobOlson Olson Photographer: Jaime Vedres, Rob Photographer:Rob Jaime Vedres,Inset Insetphotographer: photographer: RobOlson Olson Rob

Dr. Craig Loewen finds balance woodworking in his shop Inset: his recent project, a University of Lethbridge clock

research dean’s message

building a foundation for a successful teaching career The Faculty of Education welcomes Dr. Erasmus Okine to the University of Lethbridge as our new Vice-President, Research!

A university is built on two giant columns: teaching and research. One is not more important than the other … both are essential, and every faculty member is expected to carry a teaching and supervision load as well as build a research agenda. Research informs our teaching, and the practice of teaching raises new research questions.

The cycling and interconnectivity between research and teaching continually elevates the profession and the learning outcomes of students from kindergarten to post-secondary.

Teaching today is a highly research intensive profession. The decisions that classroom teachers make are increasingly informed by models of best practice, and these models are in turn research informed. Teachers become researchers of the community of their classrooms – exploring novel instructional techniques, curriculum elements, management strategies, communication patterns (with students, parents, administrators, etc.), evaluation and assessment practices … and the list goes on.

One of the core and distinctive elements of this teacher education program is the final internship known as Professional Semester III. During this semester interns teach half time, where possible taking on all of the responsibilities of a first-year teacher.

These interns also conduct a project while they are in their classrooms, developing and putting their own research skills into action. The ability to engage research on their practice prepares these graduates to be life-long learners and to continue to grow professionally. To these graduates teaching and research are inextricably linked, the columns merge into a sure foundation for a successful career.

Enjoy this edition of Legacy, focussing on the research and teaching activity within the Faculty of Education, and in collaboration with our educational community.

A. Craig Loewen, PhD Dean of Education

Glance emily

celebrating students

Julia Vandezande received the Faculty of Education Academic Gold Medal for the most distinguished graduate in the academic year. “The Education program at the U of L truly prepares us to be teachers in the real world, and this medal symbolizes all of the hard work that I have put into becoming the best teacher I can be.”

Emily Hildenbrandt received the Alberta Teachers’ Association William Aberhardt gold Medal in Education Award. “I am very honoured to receive this award. I am grateful for the U of L’s excellent education program and my professors who supported me and helped me realize my potential.”

in memory

Dr. Russell

LESKIW

The Faculty of Education would like to extend sincere condolences to the family and friends of Dr. Russell Leskiw (LLD ’93), who passed away on September 28, 2015 at the age of 86. Dr. Leskiw had a long and distinguished career working in the field of education, and also worked in the United States, abroad in Jamaica and Guyana. He and his wife Evelyn raised their family in Alberta, Oregon, Arizona, and since 1975, British Columbia.

Leskiw was the first acting president of the University of Lethbridge, and was appointed the first Dean of the Faculty of Education on June 6, 1967. He established guiding principles that remain an integral part of the teacher preparation program at the University of Lethbridge.

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beth

at a glance

julia

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Beth Mills received the Master of Counselling Medal of Merit. “It is such an honour to have received this recognition. I would like to thank my family, peers, and professors for all of their support and encouragement throughout my studies. I feel very fortunate for all that I learned while in the MC program. ”

alumni honour society inductee Ruth Grant Kalischuk, (BN ’85, MEd ’92) is a respected leader in nursing education in Alberta. After completing both a Bachelor of Nursing degree and a Master of Education degree, Ruth Grant Kalischuk drew on her practice as an RN to move through the academic ranks, ultimately becoming a professor. Recognized as a superb educator and researcher, she has been instrumental in multiple research programs in nursing and more recently, health as it relates to environmental issues. A strong leader and passionate advocate, Grant Kalischuk was the associate dean of nursing in the U of L’s Faculty of Health Sciences, helping establish the program’s strong reputation on the national stage.

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innovationbookshonour at a a glance glance at

wilson awarded $125,000

indigo love of reading foundation

What makes makes What this study study this

Dr. Robin Robin Bright Bright and and Principal Principal Dean Dean Hawkins Hawkins with with staff staff and and students students of of Wilson Wilson Middle Middle School, School, and and Dr. representatives from from Indigo Indigo Love Love of of Reading Reading Foundation Foundation representatives

A three-year three-year study study by

by Dr. Dr. Robin Robin Bright Bright of of the the University University of of Lethbridge Lethbridge Faculty Faculty of of A Education, shows shows middle middle school school students students who who sometimes sometimes struggle struggle with with reading reading can can become become Education, engaged and and motivated motivated readers readers with with the the right right resource resource materials materials and and aa focused focused approach. approach. engaged “We lose lose that that focus focus somewhat somewhat in in middle middle and and high high school school or or else else it it just just falls falls to to the the “We English teachers. teachers. What What makes makes this this study study groundbreaking groundbreaking is is that that teachers teachers from from all all subject subject English areas committed committed to to wanting wanting to to learn learn how how literacy literacy will will make make the the work work they they do do as as teachers teachers areas better,”” says says Bright.

Bright. better, The study came about about after after Bright Bright was was contacted contacted by

by Dean Dean Hawkins Hawkins (BEd (BEd ’97, ’97, MEd MEd ’05), ’05), The study came principal at Wilson Middle School in Lethbridge.

Teachers at the school told Hawkins they principal at Wilson Middle School in Lethbridge. Teachers at the school told Hawkins they wanted to to focus focus on on literacy literacy because because their their students students didn’t didn’t seem seem interested interested in in reading, reading, and and wanted achievement scores showed some were reading at a primary school level. achievement scores showed some were reading at a primary school level.

Hawkins adjusted adjusted the the school’s school’s timetable timetable to to allow allow for for aa six-week six-week long long literacy literacy program program Hawkins with 50 minutes of instruction each day.

Bright offered professional development to the the with 50 minutes of instruction each day. Bright offered professional development to teachers to help them teach reading.

However, finding the right resources for middle school teachers to help them teach reading. However, finding the right resources for middle school students proved to be a challenge. students proved to be a challenge.

“They need need resources resources that that are are going going to to be be fun fun and and applicable applicable to to their their lives lives and and they they also also “They needed activities that would be interesting and worthwhile, ” she says. needed activities that would be interesting and worthwhile,” she says.

Such literacy literacy resources resources are are expensive expensive so so teachers teachers either either borrowed borrowed them them or or created created their their Such own.

Each year the school applied for a grant from the Indigo Love of Reading Foundation own. Each year the school applied for a grant from the Indigo Love of Reading Foundation to help help them them buy buy the the needed needed resources. resources. Their Their application application paid paid off off this this year year when when the the school school to was awarded $125,000 over three years. was awarded $125,000 over three years.

In each each year year of of the the study, study, Bright Bright measured measured the the effect effect of of the the literacy literacy option option by by In administering a questionnaire to a random sampling of students in each grade level and and administering a questionnaire to a random sampling of students in each grade level surveying teachers about their students’ motivation. surveying teachers about their students’ motivation.

“The results results show show that, that, through through the the literacy literacy option, option, children children got got the the message message from from their their “The teachers that they can learn to succeed in literacy.

Even if they’re struggling readers, they still teachers that they can learn to succeed in literacy. Even if they’re struggling readers, they still believe they can learn to read and learn to love reading, ” says Bright. believe they can learn to read and learn to love reading,” says Bright.

@drrobinbright @WilsonMiddleSch @WilsonMiddleSch @IndigoLOR @IndigoLOR @drrobinbright

groundbreaking groundbreaking is that that teachers teachers is

from all all from subject areas areas subject

committed to to committed wanting to to learn learn wanting

how literacy literacy how will make make the the will

work they they do do as as work teachers better. better. teachers Dr. Robin Robin Bright Bright Dr. Faculty of Education Faculty of Education

@ULethbridgeEdu LEGACY LEGACY

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Glance at a glance

spotlight on

challenge day 2015

book

faculty books

MEd students challenged to...

redesign

PSI

“The opportunity to create teaching materials, and specific opportunities for pedagogical reasoning, must occur many times if history teacher education is truly going to be a transformative experience for our student teachers,” says Faculty of Education associate professor, Dr. Amy Von Heyking. Her new book, edited in conjunction with Ruth Sandwell from the University of Toronto, is entitled Becoming a History Teacher: Sustaining Practices in Historical Thinking and Knowing.

history

TEACHER

Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking. The book contains a wide range of resources for teachers and students alike, and includes recent developments in the history education field and examples of successful history teaching activities from the educators who developed them. http://bit.ly/1L1Whcj LEGACY

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darron

becoming a

“Remarkably productive and collaborative” is the way Dr. Amy Von Heyking describes the first three Master of Education Curriculum and Assessment cohorts working together on their first annual Curriculum Design Challenge, co-hosted by the University of Lethbridge AGILITY program. Combining personal experiences as teachers, administrators and mentors with the skills and principles they are learning, participants reimagined the Faculty of Education’s Professional Semester I. Dr. David Slomp encouraged them to use innovative “blue sky” thinking while considering the foundation today’s teachers require for success. At day’s end teams presented proposed redesigns before a judges’ panel. “I was thrilled by what I heard,” says Von Heyking. “Every presentation brought something forward for discussion.”

Slomp agrees. “These are our future education leaders.”

For more information: http://bit.ly/1UpMUqC @AvonHeyking @Davidslomp #ulMEdCA Dr. Darron Kelly, has been nationally recognized for Outstanding Dissertation related to the field of Foundations of Education by the Canadian Association of Foundations of Education (CAFE).

The central message of his dissertation: “Understanding how we communicate is essential for creating moral policies in education.”

To read the dissertation: http://bit.ly/1LoHJXy

awardcornerstones at a glance

the practicum experience

a cornerstone of teacher program success

Dr. Ed Wasiak with Faculty of Education students, Anna Gotgilf, Alisha Sims, Brayden Wirzba, and Kimberly Wilson

“The University of Lethbridge Faculty of Education has a strong commitment to the practicum aspect of the program,” says Assistant Dean of Field Experiences Dr. Ed Wasiak.

So much so that prospective teachers serve their first practicum—sixty hours of classroom experience—before even being accepted into the faculty. The Education 2500 course is an orientation to the teaching profession and a pre-requisite for admission to the Faculty. It is designed to give students deeper insight into the complexities of the teaching profession and their suitability for it. Once admitted to the Faculty, students complete additional practicums in school environments for each of three Professional Semesters (PS). “A great deal of care and attention is given to finding appropriate placements for each student,” says Wasiak, who served two years as PSII Coordinator, four years as Education 2500 Coordinator, and a five-month appointment as Acting Assistant Dean, Field Experiences, before accepting the position of Field Experience Assistant Dean in July 2015.

“A main factor in finding good placements is having positive relationships with partners in the field,” he Dr. Ed Wasiak adds. Collaboration between the Field Experiences office and school administrators, teacher associates, and university consultants ensures practicum students can rely on a solid network of supports.

“Everyone in the Faculty takes their share of supervision,” says Wasiak. “This is different from many other teacher education programs. Often supervision duties are assigned to graduate students and sessional or seconded instructors. The fact that professors in our Faculty all have K-12 teaching experience and are researchers enables them to integrate theory with practice when supervising in the field. Our pre-service teachers have access to cutting edge research that they can then implement during practicum experiences.”

Progressing from Ed 2500 through PSI, II, and III, the U of L education program begins and ends in the field. During their final semester, PSIII students are no longer Student Teachers, rather they are Intern Teachers. During this final practicum, Intern Teachers take on 50% of a full time teaching load, engage in professional study, and take on many of the responsibilities and duties of a certified teacher. Essentially, PSIII serves as a wonderful induction to the profession. “This is one of the many elements that sets our program apart and makes it as fine as it is,” says Wasiak. “By the time students graduate they have already served a minimum twenty-seven weeks in the field.”

welcome

Practicum experience is essential for bridging the gap between theory and practice. I have developed skills and strategies for adapting to the realities of the contemporary classroom and feel infinitely more equipped to enter my own classroom for the first time.

Anna Gotgilf fifth year student Combined English/ELA Education degree

@ULethbridgeEdu LEGACY

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Craig alumni

craig findlay

living history: inquiry-based learning

Writer: Elizabeth McLachlan, Photographer: Rob Olson

craig findlay spent his 15th birthday in moscow behind the iron curtain. “the school trip opened my eyes,” he says. “we’d been learning different world views and ideologies in class but to live it was life-changing.”

“I looked at my Social Studies teacher who was brave enough to take us on this grand adventure and thought, That’s what I want to do,” says Craig Findlay (BEd, ’93 MEd, ’10). “I want to excite kids about History and Social Studies.’”

Findlay’s passion didn’t subside. To date the Lethbridge teacher has organized four trips to Europe, each with strong curricular connections.

The theme of war and remembrance has inspired three of them. “We go to Vimy Ridge and Juno Beach, but we go to other places as well to help tell the story of our rich Canadian military history and why remembering the sacrifices of previous generations is so important.”

“I encourage student-centred classrooms and critical thinking skills,” says Findlay. Before the trip he brings in speakers, assigns readings, and creates a Moodle site on which students can access numerous resources, including documentaries. For two trips each student chose a fallen soldier to research. “Veterans Affairs and Library and Archives Canada sent the soldiers’ LEGACY

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entire military files to the students,” says Findlay.

“They had pictures, government documents, letters, diaries and other primary documents to use. It ignited the kids.” In France they located their soldier’s headstone and were moved to quiet reflection. Many left a small piece of Canada they’d brought with them – perhaps a stone from the soldier’s hometown.

“There’s no better way to teach history and make it relevant to students,” says Findlay.

“Rather than learn and regurgitate facts, let kids wrestle with their own inquiry questions.

To me the point of Social Studies is to create good, active, responsible citizens. Seeing kids get passionate about issues, challenge previously held assumptions, uncover new perspectives, and vigorously debate new ideas is awe-inspiring.”

Craig Findlay was inducted into the University of Lethbridge Alumni Honour Society in 2014. He received the Prime Minister’s Awards for Teaching Excellence in 2013. @findog99

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jaredheidinge

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eddie wolfchild alumni

pass it on, pass it on

when eddie wolf child took a position as educational assistant (ea) in the siksika school, he discovered a gift. “i knew where i wanted to be,” he says. “it was teaching.” wolf child chose the university of lethbridge faculty of education because he’d heard it was the best.

From the Siksika reserve Eddie Wolf Child (BEd ’15) travelled three hours a day to attend classes, or stayed in Lethbridge during the week.

For his growing family it was a sacrifice, but it paid off. In May 2015 he convocated with numerous scholarships and an offer to teach at Old Sun College.

“I learned a lot of my teaching skills as an EA,” says Wolf Child, but he credits his parents for instilling competencies that are just as valuable.

“My mother was soft-spoken and encouraging. She always talked me through things. My father was firm. We were raised to know many things.” Through his father Wolf Child learned traditional dance, and now competes throughout North America in symbolic Blackfoot attire designed, sewn and beaded by family members. “Dancing has taken me many places,” says Wolf Child. Of special significance are a role in the acclaimed aboriginal production, ‘New Blood’; dancing at the Calgary Stampede, and performing for the Queen of England.

Committed to his community, Wolf Child founded the Siksika Youth Movement with two other EAs. “We had people come in and talk about their issues. Last year was our tenth anniversary.” The movement’s consistency and longevity has resulted in many youth expressing its positive influence on their lives. A first-generation member of the post-residential school era, Wolf Child also works with elders to restore traditional Blackfoot ways to those who lost them being raised away from their culture and families. Throughout university he was active in Native American Awareness Week.

Wolf Child views all his experiences as grist for the mill of teaching.

“Working in the school as an EA I saw a lot. It made me aware of multiple perspectives. It’s not just about teaching; it’s guiding students as they go through life’s transitions. Showing them other people share the same struggles. Whether I work on or off the reserve, that will still be my goal.”

“I’m able to teach the things my parents taught me,” he adds. “Knowledge is a gift you pass on. That’s the way things are. You can’t be stingy with knowledge. You’ve got to pass it on.”

For more information: http://bit.ly/1J7lLSL

Writer: Elizabeth McLachlan, Photographer: Rob Olson

ger

Writer: Elizabeth McLachlan, Photographer: Rob Olson

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blythe shepard

faculty research

counsellors and psychotherapists: a role to play

Dr. Blythe Shepard’s rural roots now inform her research in the Faculty of Education, and provide valuable perspective in her role as president of the Canadian Counselling and Psychotherapy Association (CCPA).

“Over three million Canadian children aged 12–19 are at risk for developing depression,” says Shepard. “Each year, four thousand 15- to 24-yearolds commit suicide, the second leading cause of death for 15- to 19-year-olds. Mental health services are not considered primary healthcare. In rural areas especially, people are struggling to find them.”

In conjunction with the CCPA Shepard performs intensive studies of the needs of mental health practitioners and their clients, particularly in rural areas. She promotes increased recognition of counsellors and psychotherapists and works with colleagues across the country to establish core competencies and advocate for regulatory bodies in every province. Among other initiatives, she helped develop Canada’s first “Entry to Practice Competency Profile,” chaired the Canadian Certified Counsellor certification committee, and co-developed the Canadian Certified Counsellor Supervisor Certificate.

“It’s an ethical imperative that people receive supervision throughout their professional lives,” she says. Research shows clinical supervision (defined as feedback and support from more experienced colleagues) strengthens competency; attracts new counsellors to the field; enhances career satisfaction; and prevents burnout, especially among veterans.

To facilitate training proficient supervisors Shepard designed a course currently hosted online by the University of Ottawa, developed a supervision handbook, and is editing an upcoming textbook. When her research revealed the primary concern of rural/remote counsellors as accessing more networking and professional development opportunities, she instated teleconferences, webinars, workshops, and informal coffee gatherings.

With mental illness affecting one in five Canadians during their lifetimes, there’s a desperate need for timely, cost-effective services. According to Shepard, getting counsellors into schools and rural communities is key. “Counsellors have a broad scope of skills and knowledge. They can work with anxiety, self-esteem, depression, and more, before the issues become severe.” Other professionals are often more specialized, more costly, and less likely to live in remote areas.

“Although diagnosis generally falls to psychologists or psychiatrists,” states Shepard, “counsellors and psychotherapists have a role to play, especially in schools. If doctors, nurses, psychologists, psychiatrists, counsellors and psychotherapists work together as multidisciplinary teams, there’s room for all of us along the mental health continuum.”

Dr. Blythe Shepard has recently had published the first Canadian textbook for career practitioners, Career Development Practice in Canada: Perspectives, Principles, and Professionalism as well as written a national handbook for the supervision of counsellors/psychotherapists.

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Writer: Elizabeth McLachlan, Photographers: Rob Olson

growing up dividing her time between a remote fishing camp and st. catharines, ontario, dr. blythe shepard learned to love rural culture and came to understand its challenges.

Kas faculty research

SUPPORTING CULTURAL DIVERSITY IN EDUCATION in recognition of outstanding performance professor kas mazurek, faculty of education, was appointed 20142017 university of lethbridge scholar. widely travelled and internationally published, mazurek has a passion for comparative education.

Writer: Elizabeth McLachlan, Photographer: Rob Olson

Canada is one of the most inclusive countries.

“There are so many wonderful experiments in education around the world,” Kas Mazurek says. “Looking at their results allows informed practitioners here to determine what’s relevant for us.”

Mazurek is particularly interested in minority/majority relationships. “I prefer the word multiculturalism,” he says, pointing out the term is not confined to ethnic and linguistic diversity, but includes any group possessing its own culture and existing as a minority within mainstream populations. Special needs, religious, and lesbian, gay, bisexual, and transgender (LGBT) communities are a few examples.

Mazurek’s appointment supports his research into Alberta’s Alternative Language Programs. “Canada is one of the most inclusive countries offering opportunities for ethnic groups to nurture and share their cultures,” he says. Within Canada, Alberta stands out. Developed by school boards in response to demand, Alternative Language Programs deliver aspects of the Alberta Education curriculum in the language and from the perspective of a local culture. Of note in Mazurek’s research are Polish, Ukrainian, Mandarin, Hebrew, German, Spanish, and Arabic schools.

To identify elements of Alternative Language Programs and their effects on students, parents and communities Mazurek visits each school, interviewing and documenting the perspectives of teachers and administrators of the programs.

The competencies required of educators who staff the schools is one of Mazurek’s foci. At a time when two-thirds of Canada’s annual population growth comes through immigration, his study has important implications for teacher education. In addition, it provides a gateway to further avenues of investigation, including how education systems can accommodate other forms of diversity. “On the world stage the programs I’m looking at are virtually unique in terms of what schools can do to reflect and respect the cultures of the people within their borders,” says Mazurek.

An internationally recognized scholar, among Mazurek’s academic contributions are 86 conference and plenary presentations around the world; 45 chapters in books; 47 articles; 10 co-edited books; and ongoing editorial and advisory service in international journals and associations.

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kas m

s mazurek

C

chris

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Chris new faculty profile

smattatall

together we get better

Shortly before completing his PhD in Special Education Dr. Chris Mattatall taught at a maximum security facility for youth. “Young men and women in prison have the same fears One of Dr. Noella and desires as everyone,” he says. “They want to learn, succeed and contribute. Teachers can Canadian Language and Literacy Piquette’s current take students from feeling absolutely worthless to feeling important.” research foci is For his work with youth Mattatall received a National Disabilities Association Excellence Research Network prevention of reading in Education Award and similar recognition from the New Brunswick government. “My recommendations. difficulties. The goal is helping teachers understand the huge influence for good they have on kids’ lives,” “Instead of trying to solve issues for University of Lethbridgehe says. students already Faculty of Education According to Mattatall the way teachers interact with one another also influences professor says,“There’s student achievement. Social Network Theory – a study of how people interact – is a focus of experiencing reading trustworthy evidence his research. Supporting each other in an atmosphere of trust empowers teachers to becomedisabilities, we setting out what it better professionals. “First-year teachers need experienced colleagues to help them see the decided to start takes to teach children hundreds of nuances in education,” he says. Both experienced and novice educators benefit much earlier.” Their project involves to read,” she says. “By from creative problem-solving inspired by shared experiences, insights, and resources. working with following it, can we “It’s the power of community,” says Mattatall. “Schools become stronger when staff work children from the have most children intelligently together.” time they’re in reading and writing Mattatall’s research reinforces the Social Network mindset. Students whose teachers comfortably?” regularly engage in positive, professional discourse with co-workers show greater academic, kindergarten until Grade 4.

After researching social, and developmental gains.

The study involves together for over ten The spirit of collaboration within the Faculty of Education was a key factor attracting four Alberta schools, years, Piquette and Mattatall to the University of Lethbridge. He was ignited by the passion of a closely-knit Drs. Robert Savage group of interns he worked with in an international school U of L alumnus Dave Adams in which Piquette conducts regular (McGill University) and helped launch in Oman. “I’ve never heard students praise their school like they did the Eileen Wood (Wilfred University of Lethbridge,” he says. When a former Memorial University of Newfoundland workshops with Laurier University) colleague now teaching at the U of L echoed the students’ enthusiasm Mattatall decided to parents and teachers together. “We have launched a five-year, make the move. cross-provincial study, “The experiences I’ve had since arriving here are everything I’ve wanted as a professor in fun, engaging activities to work following National a collaborative environment,” he says. with at home,” she Reading Panel and 17

LEGACY

Writer: Elizabeth McLachlan, Photographer: Rob Olson

“we don’t teach curriculum, we teach human beings,” says educational psychologist dr. chris mattatall, who relocated from newfoundland to the university of lethbridge faculty of education in september 2015.

current student

TEACHING IS SHARING

Writer:Writer: Elizabeth McLachlan, Photographer: Rod Leland Elizabeth McLachlan, Photographer: Rob Olson

“I had an amazing Grade 12 teacher,” says Angela McPeake.

“She encouraged me to do artwork outside of class and start building a portfolio.” McPeake’s artistic foundations, however developed much earlier.

Angela McPeake’s (BA, ’13 BEd, ’15) mother kept a well-stocked craft cupboard; her father taught her to airbrush and challenged her with creative projects. “They recognized art was my strong suit and gave me the means to do it.”

Combining her passion for art with a desire to work with children, McPeake aspired to become an art teacher. She chose the teacher preparation program at the University of Lethbridge. “I’d heard good reviews from friends,” she says.

“They loved it.” Her first degree, a BA in Visual Arts, included classes with teacher/ practitioner Michael Campbell. When she entered the Education Faculty she was instructed by Campbell’s partner, Dr. Janice Rahn, also a practicing artist. “Seeing and interacting with real artists was incredibly influential,” says McPeake. “Janice brings her worldly experiences into the classroom, talking about the students and communities she’s worked with and how they translated into different art movements. That’s what students really want to hear, more than tips and tricks.”

McPeake served Professional Semester II with high school art teacher/ practitioner Ryan Smitham. He brought works-in-progress to class for discussion and encouraged McPeake to do the same. Using a sketch created in Campbell’s class, she completed along with her students an assignment she gave in a printmaking unit. By working on her own projects during spares and noon hours she gave students an opportunity to observe and ask questions of an artist at work.

“Teaching is about sharing everything you know and gain, modelling for students what’s possible and setting them up for success.”

Rahn agrees. “Being active in the art community informs Angela’s teaching,” she says. “She doesn’t try to get students to emulate her, but connects their interests and sensibilities to work that will inspire them. She opens her classroom to an audience of peers, capitalizing on social media and the influences of other artists to motivate students to self-publish and exhibit beyond the school.”

After enriching her professional development by travelling and possibly teaching abroad, McPeake aspires to organize international trips providing students with authentic learning experiences of their own.

For more information: http://angelamcpeake.weebly.com LEGACY

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current student

student research

professional CELEBRATING THE STUDENT AS RESEARCHER PROFESSIONAL SEMESTER III SYMPOSIUM PSIII represents a culmination of experiences in the faculty of education. present and past students share their professional inquiry project research with an audience of peers, faculty, and members from the school community

“Teachers are constantly engaged in research,” says Dr. John Poulsen, University of Lethbridge Faculty of Education Professional Semester III coordinator. An important component of PSIII is the Professional Inquiry Project (PIP), in which teacher interns identify issues unique to the students, classrooms, or schools with which they’re placed. They research the issue, structure a plan to address it, and evaluate the results.

“The idea is to increase professional capacity,” says Beth Cormier, U of L Curriculum Laboratory librarian. “Interns learn to approach LEGACY

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challenges critically and solve them thoughtfully and reflectively.

Many projects are current, reflecting what’s happening in the broader educational world.” Examples include to integrate new technologies, restorative education, and encouraging entrepreneurship.

Professional Inquiry Projects result in interns producing valuable resource materials educators can continue to use. “It’s a reflection of the innovation going on in schools today,” says Cormier.

“The Professional Inquiry Project kickstarts a new teacher’s professional research portfolio,” adds Poulsen. “It helps

pre-service teachers transition from receiving classroom instruction to delivering it, and reinforces a culture of lifelong learning and inquiry.�

Until recently students presented projects only to mentors, administrators, and faculty advisors. However, Poulsen and Cormier recognized the benefits of student research for other interns, pre-service teachers, teachers in the field, and university faculty and staff. To showcase and celebrate the work of PSIII interns, in 2014 they established Professional Inquiry Project Symposiums. Towards

Writer: Elizabeth McLachlan, Photographer: Jaime Vedres

l inquiry

the end of each term, current and past PSIII interns are invited to present and discuss their research. A wider audience is reached, and an unexpected benefit is the opportunity for Faculty of Education graduates to return to the University of Lethbridge and bring closure to their final year.

Intern research is accessible to all educators, along with their results and resources at:uleth.ca/education/celebrating_inquiry For more information: http://bit.ly/1I4IeoA @DrJohnPoulsen @beth_cormier @Currlab

Researc

gradstud

a strong tradition of research

Writer: Elizabeth McLachlan, Photographer: Kristen Shima

at graduate student level

LEGACY

In his final practicum experience, pre-service student teacher Chris Tuck demonstrates the science of light through shadow puppetry.

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research

graduate student research

faculty of education graduate students uphold the strong tradition of research in the university of lethbridge by contributing insights and new data to their fields. “topics are varied and interesting,” says academic assistant wayne street. “seeing students bring to bear literature reviews, supervisory guidance, and original research on topics they’re passionate about is truly amazing.”

Adolescent Self-esteem: A Holistic Group Approach Adolescent self-esteem carries implications throughout life, notes Bethany Mills (MC ’15) who identified a greater need to nurture it within schools. Following the Indivisible Self Model of Wellness by Myers and Sweeney (2005b), Mills and colleague Katherine Coleman designed a group program to assist youth in enhancing self-esteem. The holistic model helps students understand how various life factors interact to heighten self-worth. Group settings enable them to learn strengths they can apply to problem solving, solidify peer connections, and realize others share similar challenges. Mills’ study, which includes a program manuscript and suggested process steps, is found in University of Lethbridge online holdings. Mill’s thesis can be found at http://bit.ly/1QPjbVZ Adolescent Anti-social Disorders A University of Lethbridge part-time on-campus MEd program in Addictions and Mental Health allowed Alberta Health Services therapist Patrick McFarland (MEd ’15) to continue his professional practice while furthering his education. McFarland’s thesis, Theoretical & Clinical Perspectives on the Etiology, Diagnosis, & Treatment of Antisocial Disorders in Adolescents, focused on Oppositional Defiant Disorder (ODD) and Conduct Disorder. His research revealed psychologists, psychiatrists, and social workers take similar approaches to the conditions, implementing a cross-discipline, multi-dimensional view which considers biological, psychological and social factors. This is good news, according to McFarland, who advocates collaborative teamwork and informs his own practice by tapping into the expertise of other mental health professionals. McFarland’s thesis can be found at http://bit.ly/1GVoza8 Literacy Beyond Print “We need to think beyond print,” says Junior High educator Dayle Vienneau (MEd ’15), who notes literacy begins when young children attach meaning to images. “While some reluctant readers struggle with staying engaged throughout novels, they have no problems reading through graphic novels of varying complexity.” After developing a Language Arts curriculum focussed on graphic literature Vienneau saw marked improvement in student engagement, confidence and risk-taking. “The addition of images allows readers of all levels to participate in discussions and perhaps showcase creative strengths.” Vienneau intends to continue her research, introducing imagery into other subjects and investigating further forms of literacy.

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Writer: Elizabeth McLachlan, Photographer: Rob Olson

ch

dent

technology

New Media, New Learning At Every Level

“New media can be a powerful tool to communicate ideas,” says Dr. Marlo Steed, Associate Professor, Faculty of Education. “It offers us possibilities that weren’t there before.” ED4765 participants explore and create multidimensional images, video productions, 3D printing, and more. This year they took their knowledge, skills, and 3D printer to Mike Wevers’ Grade 4 class at Mike Mountain Horse Elementary school, where they taught students to research, design, and print 3D objects of their own. “Students were stimulated, engaged and interactive,” says Wevers, naming just a few of the project’s many benefits. “Through 3D printing, difficult concepts can be made not only visible but tangible. Anything you would normally draw on paper can now be explained through models that students can touch and investigate from any angle.”

The collaboration between professor, university students, school teacher, and elementary children fostered a rich, multi-faceted learning environment that facilitated broader perspectives and deeper understandings for everyone involved.

“Marlo’s New Media and Learning course gave us a means to learn new technologies and explore ways of incorporating them into our teaching,” says pre-service teacher Nicholas Rickards. “Having the opportunity to work closely with Grade 4 students while learning, testing and tweaking theory learned in class was a welcome change to ‘learn now; teach later’ pedagogy.”

“Innovative projects such as 3D printing prepares students for future careers and teaches them valuable skills,” adds Wevers. Steed, who is documenting the endeavour for academic presentation in both print and video formats, agrees. “This experience will serve my students well as they go forward in their careers.”

“Whoa! That’s so cool!” say students of Nathan Lefsrud’s personal 3D printer. During Professional Semester III, Lefsrud (BEd ’15) used the printer to help teach Physics and Math at Calgary’s Bishop Grandin High School. “There are many ways 3D printing can be mapped to the curriculum,” he says. His website provides examples and includes guidelines for purchase. “3D printing has begun making an impact in education world-wide,” he says. “It’s only a matter of time before the majority of schools integrate the technology.” More info on 3D printing in the classrroom at http://bit.ly/1GVoOSP @2teacher4u For more information: http://bit.ly/1P3r2zl; 3D Printing Background: http://bit.ly/1IrHr0Z; 3D Printing in Education: http://bit.ly/1NJHx6D; 3D Printing Project: http://bit.ly/1OJfyB3 @Mike_MTN_Horse 25

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Writer: Elizabeth McLachlan, Photographer: Rob Olson

dr. marlo steed’s desire to give grade school students hands-on exposure to cutting edge technology is fulfilled in new media and learning (ed4765), a course he developed for university of lethbridge pre-service teachers to examine ever evolving technologies and their implications for k-12 classrooms.

inquiry-based learning

liberating curiosity at every level when university of lethbridge professor pam adams was a child she was forever asking “why”? the curiosity she called upon her teachers to satisfy earned her the title ‘the contrarian’, but her inquiring mind grew. it subsequently informed her career as an educator.

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As an educator of educators, Dr. Pam Adams encourages her own students to ask “why?”

Inquiry-based learning forms the foundation of Adams’ research investigating the impact on students and teachers of self-directed professional development incorporating teamwork, dialogue, and reflective practices.

“Teaching is learning,” says Adams. “All effective teachers are, at heart, curious learners.”

Adams’ work with teachers, pre-service teachers, principals, and school divisions in more than one hundred schools across five districts suggests that when teachers are given ownership over their professional development they are more likely to apply what they

Dr. Pam Adams collaborates with teachers and PSIII students at Chinook High School

interns in her study piloted a Professional Learning Guide using inquiry-based learning. They also completed inquiry projects, which they presented to schools and to Alberta Education.

The role of school and district leadership in supporting professional development is significant. Administrators who themselves pursue ongoing professional development model the practice for teachers, who in turn model it for pre-service teachers and intern mentees. Division leaders who regularly visit schools and classrooms contribute to a culture of learning that permeates entire

systems and leads to education’s ultimate goal: increased student learning.

Adams’ advances in developing sustained, inquiry based professional learning have garnered international attention. “I love learning and I love helping others liberate their curiosity,” she says.

Photographer: Kristen Shima Photographer: Writer: Lori Lavallee Writer: Elizabeth McLachlan, Rob Olson

learn and continue sustained professional growth throughout their careers.

Participants report that site-embedded learning is more sensitive to workplace needs and more conducive to collaboration and accountability between colleagues.

“There’s something that happens when people are in a room together,” says Adams, who notes that productive discourse in an atmosphere that celebrates curiosity contributes to risk-taking and innovation in the classroom.

To illustrate and reinforce Adams’ approach, U of L Professional Semester III

In The Essential Equation: A Handbook for School Improvement, Drs. Pam Adams and David Townsend distill over twenty-five years of experiences – with more than 300 schools – into a publication that captures pragmatic and theoretical methods that empower educators to take action. http://amzn.to/1NNpt8c @ChinookCoyotes

Secondment education community

a place between theory and practice THE SECONDMENT PROGRAM BRINGS THE SCHOOL ON CAMPUS AND INTO THE FACULTY OF EDUCATION CLASSROOMS

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“Education students ask us questions they might not ask a professor,” says Corey Makoloski, one of three teachers temporarily seconded from the field to instruct in the University of Lethbridge Faculty of Education.

By sharing real-world experiences with pre-service teachers secondments bridge the gap between theory and practice and bring today’s school environments into the Faculty. As a rural teacher Makoloski relates the challenges and rewards of teaching multiple subjects and grades, running extra-curricular programs, driving a school bus, and becoming an assistant principal after one year. “You do what’s needed and you learn so much,” he says. Love of learning led him back to the U of L for a master’s degree, during which serving a secondment allows him to continue teaching.

“Working with young, eager teachers causes me to reflect on my own

Writer: Elizabeth McLachlan, Photographer:: Rob Olson

practices,” he says, “creating a cycle of non-stop growth.”

The rewards Lisa Prawdzik gained working with practicum students in her Grade Three classroom inspired her to apply for a secondment to which she brings an elementary focus. “Elementary teachers look at teaching through a whole other set of lenses,” she says. Prawdzik appreciates the ideas and insights of education students and the new skills she’s picking up in the Faculty. “I’m learning new technologies

and teaching methods that strengthen me,” she says. Currently completing her MEd in Curriculum and Assessment, Prawzdik is pleased new teachers are excited about prevailing shifts in the area. “These students will be leaders in curriculum and assessment,” she says.

Jen LeGrandeur feels fortunate to be serving a two-year secondment. “It’s grown my pedagogy, broadened my perspectives, and made me appreciate my profession even more,” she says. She’s impressed the Faculty

is committed to ensuring graduates are well-prepared for contemporary school settings. She also notes how secondments benefit. “Part of being a secondment is being open to research going on at the U of L that impacts the field,” she says. “I would encourage anyone to apply. The Faculty is an infectious and invigorating place. Secondment opens your eyes to what the Faculty of Education is trying to achieve, which is to create excellence in teaching.” @legranjennifer @Lprawdzz 29

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partners in education

building an academic bridge between high school and university

the university of lethbridge, lethbridge school district 51, and lethbridge collegiate institute have partnered on a three-year pilot project offering alberta’s first academically centred dual credit initiative.

The Dual Credit Initiative (DCI) gives students the opportunity to complete select first-year university courses for both high school and university credit. In a cross-faculty collaboration, Dr. Lance Grigg (Education) and Dr. Bruce MacKay (Arts and Science) developed and now teach Liberal Education 1000 to more than thirty Grade 11 students chosen by Lethbridge Collegiate Institute (LCI) to participate. Centred on the theme of knowledge, the course addresses the four pillars of liberal education—breadth, critical thinking, integrative thinking, and civic engagement – while giving students a taste of the wide spectrum of study disciplines available at the university level.

“From a high school perspective the DCI is a collaborative effort. Working closely together with university instructors and staff, we have developed a scholastic environment that is designed to facilitate student understanding and focus on skill development,” says LCI instructor, Aaron Stout.

“The goal of the program is to provide a bridge for students between the expectations of high school and a university education.”

Twice a week Drs. Grigg and MacKay visit the high school to teach in a classroom LCI retrofitted to meet university standards. In addition, student participants are issued University of Lethbridge IDs and email addresses, and have full access to campus facilities, resources and instruction.

Throughout LIBED1000 cognitive

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self-awareness is encouraged. “Critical thinking and critical inquiry empowers students with a set of skills and attitudes which allows them to look at issues and questions in a thorough, accurate, clear manner,” says Grigg. “It’s valuable throughout students’ university careers and invaluable in life.”

To research the DCI’s effectiveness Grigg and MacKay are implementing a dual ethnography approach. They are also investigating threshold concepts: barriers students face when confronted with new learning, and how they overcome those barriers. “In liberal education especially, being more metacognitively aware and in control of adjusting one’s thinking seems to be a threshold concept,” says MacKay. The DCI project is generating interest from other high schools and jurisdictions. “The whole principle is vigorously supported,” says Grigg.

Going forward, he and MacKay hope to see the program expand with more courses in more schools. “It provides students with a first step to a University of Lethbridge liberal education that will serve them well in future studies, work, and life.”

A first-of-its-kind partnership between the University of Lethbridge and Lethbridge School District No. 51 promises to create new learner pathways for high school students and better prepare them for the transition to post-secondary studies.

For more information: http://bit.ly/1l4OP82 http://bit.ly/1Oeo4tc @LanceGrigg @Stoutaar @LCICareerNews

Writer: Elizabeth McLachlan, Photographer: Rob Olson

where arethey now?

Faculty of Education Alumni

Carla Booth (BSc, BEd ’13) lives in Edmonton, Alberta. “I have been privileged to work with Edmonton Public School Board. For the 2014 - 2015 school year, I worked in a junior high school teaching Science and Robotics. This year, I’m at Rosslyn Junior High School on the north end of the city; very different demographics than my previous year. I’m looking forward to teaching not only Science and Math, but positive life skills that can change their circumstances for the better.

Carly Power (MC ’14) is originally from Vancouver, British Columbia. Upon completion of her Masters of Education at the University of Lethbridge, Carly relocated to Calgary where she now works as a Child, Youth and Family Counsellor at Hospice Calgary, a position that she finds both challenging and rewarding.

Following a PSIII Practicum at a High School in Okotoks, Alberta Lyndsi Irwin (BMgt, BEd ’02) was hired on to teach at that same school, and had the opportunity to build the Business Studies Program there. She most recently had an opportunity to volunteer and teach students from grades 1-8 from all over the world with the Youth With a Mission (YWAM) on the University of the Nations Kona campus in Hawaii.

“I have the pleasure of inspiring healthy lifestyles at St. Francis Junior High School, in Lethbridge, Alberta,” says Lynn Suttie (BEd ’13). The mentors and peers that supported and encouraged me throughout my education are still an inspiration for life long learning.”

Ron Cadez (MEd ’06) wrote his Master’s thesis on French Immersion education. He continues to apply his research. He is the principal of École Howden, in the Louis Riel School Division in Winnipeg, Manitoba. “My U of L experience taught me to be a more reflective educator and how to use research to lead myself and others to improve our practice.”

Lisa (Kireef) Cadez (BA, BEd ’98, MEd ’09) teaches French at an all boys Jesuit university preparatory high school in Winnipeg, Manitoba. “The U of L prepared me well to teach a variety of subjects and enjoy lifelong learning. The professors were always approachable and provided valuable advice.”

Ana Maria Aceytuno (BA, BEd ’14) was an engineer in El Salvador before coming to the U of L to train as a teacher. She is the mother of six and presently substitute teaches for Lethbridge School District 51 primarily at the elementary level. “The role of a teacher is to be a guide for those that come after you.”

Cristina Dueck (MC ’10) Brandon, Manitoba. Her degree has allowed her to work in schools, child and adolescent treatment centre, private sector and community based programs. She recently gave back to the program by supervising MC students. “It was a humbling experience that allowed me to grow as a practitioner. As a past student, I most appreciated the hands on tools stressed and the importance of further education in our field.”

Sarah Crozier (BA, BEd ’14) is starting her second year as a supply (substitute) teacher in Bristol in the south west of England. The work varies from day to day and the age group changes all the time, but it has given me invaluable experience as a new teacher.”

Michael Quiambao (BA, BEd ’15) is a first year teacher in London, England. He is teaching Geography Year 7’s, 8’s and 9’s. “The education system here in the UK is quite different from Canada. However the U of L has prepared me with a strong foundation in starting the year right!”

During 2014-2015 academic year, Jennifer Mahal (BEd ’14) moved to Hastings, England to teach Science. “After each term there is a week break, at which time I travelled to different parts of Europe. The U of L education program provided a series of tools that allow me to deal with the challenges of a different school system – classroom management, differentiated lesson planning, and forming positive learning environments.”

Hannah Rud (BEd ’13) spent the 2014/2015 school year at L.T. Westlake Fine Arts in Taber, Alberta. She taught numerous courses for a Grade 4 and 3/4 class, as well as Drama to the entire school. Hannah had the privilege of directing the Christmas production and a music video created with the help of all students.

Meagan Fullerton-Lee (BA, BEd ’15) works in Kigali, Rwanda, teaching English Literature to Grades 7-11, as well as a Japanese Language course.

“I value time spent working with EUS and connections made while arranging PD sessions with presenters from all over Southern Alberta. My years at the U of L invigorated an already-strong passion for learning and teaching which I am happy to share wherever I may go.

“During my time at the U of L, I discovered a passion for international education and travel,” says Kim Wallace (BA, BEd ’10). She currently lives and works in the Middle Eastern country of Kuwait. “I teach fourth grade on the girls campus of a private school where we strive to provide Western-style education to Kuwaiti children within an environment where Islamic values are respected and practiced.”

Carmen Barrack (MC ’12) worked as a school counsellor for two years before accepting the position of Head of Student Support at Raha International School, United Arab Emirates. She coordinates, monitors, and evaluates counselling, EAL, and SEN services to help ensure learner needs are being adequately met and students are realising individual success.

where are they now?

Rhonda Wildeman (BSc, BEd ’05) teaches IBDP Biology & IBMYP Science at the Canadian International School of Hong Kong. She has been enjoying an international teaching career since 2008. “International teaching has provided opportunity to work with students from 40+ countries while maintaining an incredible lifestyle, and the chance to learn about different cultures at a deeper level.”

Soon after graduating, Amy Clack’s (BSc, BEd ’13) passion for teaching took her abroad to the Sultanate of Oman, where she spent two years teaching Grade 3 Alberta curriculum.

She continues her career as a Grade 7 Math and Science teacher at The International School of Macao, China.

Su Hun Lee (BA, BEd ’14) explores and develops gamification of English in his elementary school – fostering a positive attitude towards English. “The most challenging part of teaching in South Korea is trying to memorize 600 students’ names in English classes! However it is immeasurable compared to the students’ positive response to learning English and seeing their improvements.”

Shevon Wilson (BMgt, BEd ‘12) teaches multimedia at The International School of Macao, China. Her journey began as a student teacher in Asia and quickly turned into a passion for exploring the world around her. Her students continue to amaze with their skills and passion for technology. “International teaching is certainly a rewarding choice for teachers.”

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After graduating, Cory Brown (BEd ’15) began his career in Melbourne, Australia. “The education and practice that the U of L exposed me to has been beneficial in helping me adapt and excel in my new surroundings. Teaching experience abroad furthers my exposure to different subject matters, age levels, and classroom cultures that help me grow as a teacher.”

“I have been living and working in Melbourne, Australia since 2010,” says Lindsay Wehrwein (BSc, BEd ’09). She teaches Secondary Mathematics and Science at Brookside P-9 College. “I have taken on leadership roles at the school, including Science co-ordinator for grades 5-9 focusing on promoting student engagement, and developing a student-centred curriculum in both Science and Math.”

“Upon graduation, I embarked upon my international teaching journey,” says Tyrone Koch (BEd ’13). He taught in the Sultanate of Oman for two years, and recently moved to The International School of Macao, China where he teaches middle school Physical Education. “I love teaching internationally and will always be grateful to the U of L for providing me with the tools to succeed.”

On the eve of the University of Lethbridge’s 50th anniversary, we’re asking: how do you want to celebrate?

Share your story — reconnect with us at ulethbridge.ca/50-years To stay informed about 50th anniversary plans, make sure your alumni information is up-to-date by visiting uleth.ca/alumni/alumni-update-form.

All Faculty of Education alumni who update their contact info between now and June 30, 2016 will be entered in a draw for a Fiat Lux Ring, the U of L’s official alumni ring.

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50th anniversary alumni profile 1967-2017

educational paradigms: in teaching, in life doug orr is in his 43rd year of teaching. he graduated with a master’s degree in education in 1991 – an esteemed member of the first graduate studies cohort at the university of lethbridge.

“Teachers have a greater impact than they know,” says Doug Orr, who had no thoughts of becoming one when he entered university as a Physics major. Then fellow students asked him for tutoring. “I realized I’d rather teach than do anything else. I remembered my high school Physics teacher and decided that’s who I wanted to be.”

Orr served 33 years as a public school teacher and administrator. In 1984, when

the Faculty of Education established the first University of Lethbridge graduate program, he was eager to take part. “It was a powerful experience,” he recalls. “The faculty made us feel like colleagues, not just students. With a small cohort of 12 graduate students, there was a lot of personal contact. Conversations were robust, deep, and fulfilling, and I was excited about my research because of the creative leeway we were given in our work.”

Orr’s love of teaching permeates his life.

On their farm he and his wife Lorraine, a long-time teacher and accomplished dressage rider, take pleasure in training horses, an activity Orr parallels with teaching. “A horse born to be a dressage horse still needs to be trained,” he says. “I see people every day who were born to teach, but they still need to acquire the necessary skills and tools. In an educational paradigm

and learning, and assists campus instructors and graduate students enhance their teaching.

A former school administrator, he strongly supports the education undergraduate program. “A good practicum is the lynchpin of good teacher education,” he states. “Administrators know that graduates who’ve experienced PSIII can walk into a school more fully formed,

having already been in charge of their own classroom and planned and delivered not just a unit but an entire course.”

Orr volunteers his time and donates financially to ‘Supporting our Students,’ an initiative providing aid to students in need.

“The opportunity to get a master’s degree was an important step for me,” he states, noting a desire to open the same door for others.

Writer: Elizabeth McLachlan, Photographer:: Rob Olson

you understand what you want students to learn, design assessments for them to demonstrate that learning, and structure your teaching to ensure their success. You’re always cognizant of what students are seeing, feeling, and learning.”

Now in his forty-third year as an educator Orr, a Teaching Development Facilitator in the UofL Teaching Centre, conducts research related to post-secondary teaching

UofL cover story 1967-2017

Standing there on the far edge of the coulee

In 1972, after three years of construction, Arthur Erickson’s uniquely-designed building took over the west side of the river valley.

I saw etched against the sky the light tracery of an old iron railway bridge, 300 feet in the air, spanning a mile across the river.

I came to the conclusion that though any building upon the exposed flatland should be interred in earth berms so that they would become part of the land, the academic building could span the coulees and, like the old bridge in its rigidflatness, reveal the rich contours of even the most level prairie.

It seemed to me that the top storey of the university should lie below the tableland in an uncompromising straight line spanning the haunches of the prairie.

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- Arthur Erickson globally renowned architect