2013/2014 Teaching Fellows
The Laurier Teaching Fellowship Program is designed to recognize individuals for their educational leadership and teaching excellence, to promote innovative teaching and learning practices across the university, and to facilitate dialogue and collaboration among faculty on teaching, learning and student success. Teaching Fellows receive $10,000 to enable them to pursue an individual program of activities designed to enhance teaching quality. They also collaborate to promote teaching excellence and student success across the university community. The first two faculty members to join the Fellowship are:
Mercedes Rowinsky-Geurts, Department of Languages and Literatures, Faculty of Arts has championed the creation of active learning classrooms at the Waterloo campus at Laurier. Her Fellowship project will explore current practices of active learning at Laurier, focusing on developing awareness of the potential to extend these methodologies across disciplines. Her main goal is to build a community of instructors already involved in active learning, gathering information about their experience of implementing such practices in the disciplines, and developing a resource tool-box fitting our mission as an institution. Focusing initially on first and second year, and moving towards experiences at the senior level, she hopes this intentional approach will contribute to an enhanced teaching and learning experience at Laurier.
Stephen MacNeil, Department of Chemistry, Faculty of Science has developed expertise in various innovative teaching methods, among them flipping the classroom and using prior learning assessments, immediate feedback and learning task inventories to develop students' meta cognitive skills. During his Fellowship, he plans to disseminate these practices widely and to extend and refine his collaborate learning and testing techniques in a third year Chemistry course. As a member of the newly formed departmental Chemical Education Committee, he plans to promote adoption of research-based teaching techniques within the department and across the university.