The Educational Development team works collaboratively with educators across Laurier’s multi-campus teaching communities to advance a culture of excellence and in teaching and learning.
Professional educational developers frame their practice with a commitment to equity, diversity and inclusivity, building relationships with faculty and students in their pursuit of teaching excellence to collaborate on projects and create opportunities for professional skill development surrounding pedagogy and teaching approaches.
Educational Developer, Student Programming
As an educational developer focusing on student programming, I oversee campus-wide teaching development directed at graduate students and post-doctoral fellows. I coordinate a number of certificate programs that include graduate University Teaching Foundation, University Teaching Certificate and Foundations in Online Teaching. I also supervise a team of graduate students that provides support across campuses with student teaching development and teaching assistant support and professionalization. I am passionate about supporting graduate students and empowering them with their teaching abilities and strengths.
I started at Laurier in November of 2018 and was previously working at the University of Waterloo in Online Learning course development. I completed my doctorate at the University of Waterloo in Biology and continue to teach part-time as part of the Biology Department here at Laurier.
Chaudet, M., Amiri, M., Marth, N., Naim, H. and Rose, D.R. (2019). Phylogenetic analysis reveals key residues involved in substrate hydrolysis in the N-terminal domain of sucrase isomaltase and its role in starch digestion. Biochim Biophys Acta Gen Subj., 1863(9):1410-1416.
Rose, D.R., Chaudet, M. and Jones, K. (2018). Structural studies of the intestinal α-glucosidases, maltase-glucoamylase and sucrase-isomaltase. Journal of Pediatric Gastroenterology and Nutrition, 66 (Supple 3) S11-S13.
Chaudet, M. and Rose, D.R. (2016) Divergent evolution for diverse substrate recognition by family 31 glycoside hydrolases. Canadian Journal of Biochemistry and Cell Biology, 94(4): 323-330.
Chaudet, M. and Rose, D.R. (2016) Alternative starch utilization system from the human gut bacterium Bacteroides thetaiotaomicron. Canadian Journal of Biochemistry and Cell Biology, 94(3): 241-246.
Chaudet, M., Naumann, T.A., Price, N.P., and Rose, D.R. (2014) Crystallographic structure of ChitA, a glycoside hydrolase family 19, plant class IV chitinase from Zea mays Protein Science, 23(5): 586-593.
Chaudet M., Allen J., and Rose, D.R. (2012) Expression and purification of two Family GH31 α-glucosidases from Bacteroides thetaiotaomicron, Protein Expression and Purification, 86: 135 – 141.
Classroom Management and Program Coordination
My role helps to support faculty in their classrooms and educational development programming and resources that advance teaching and learning at Laurier. I am available to support faculty with classroom orientation, active learning ideas and pedagogy, resolving issues in classrooms, and advocating for innovative classroom spaces that enhance the student experience.
Complimenting my support for faculty in their classrooms, I also support Teaching and Learning's faculty travel and project grants, teaching awards, and educational development projects, events, and workshops. I am passionate about designing innovative spaces and celebrating the milestones and achievements of our faculty.
Since I started my career at Laurier in the Dean of Arts office in 2008, I've been fortunate to work with faculty, students, and administrators from across the Laurier community in a variety of roles. I joined Teaching and Learning in 2012, and am proud to continue supporting and celebrating the work of our faculty.
I helped support the design and development of some of Canada's first active learning classrooms, and help support and provide orientation for Laurier's active learning classrooms.
I provide confidential teaching consultations and learning support in the academic community. This includes best practices, pedagogical innovation and student-centred approaches to teaching and learning. I offer expertise in customized programming and support (e.g., workshops, retreat facilitation, guest lecturing) and classroom observations. My role builds capacity for a thriving teaching culture by connecting academic colleagues in shared teaching interests, assisting with teaching award nominations, support preparing for cyclical program reviews and developing learning outcomes, curriculum maps and continuous improvement practices.
Working closely with staff and leadership in Teaching and Learning, I support anyone in pursuit of teaching excellence. I support course design, creating effective assessment practices, facilitating student feedback, and integrating educational technologies into classroom, online or blended learning environments. Having developed a keen professional interest in the Scholarship of Teaching and Learning (SoTL), I am invested in growing and developing SoTL as a pathway for enhancing the quality of teaching and learning across all spectres of the institution. I have presented at many conferences including ISSOTL, STLHE, and CELA.
Jan. 14 – 16, 2018: New Delhi, India (Teaching and Learning Consultant)
Invited by Bree Akesson, Faculty of Social Work at Wilfrid Laurier University and Martha Bragin, Silberman School of Social Work at Hunter College, I designed and delivered a three-day workshop for faculty from Herat and Kabul Universities in supporting development of a culturally-specific Afghan counseling psychology program. The workshop was designed to help the faculty learn effective Course Design, Curriculum Mapping, and Curriculum Review and Enhancement practices, to support the growth of faculty knowledge in the curriculum development and quality monitoring processes.
April 9 – 10, 2018: University of Waterloo, Waterloo Assessment Institute (Teaching and Learning Consultant)
As an invited facilitator for the Waterloo Assessment Institute (WAI), I guided individual faculty and program teams to redesign key assignments in their courses during an intensive two-day retreat. With a focus on the assignment as a means of assessing student learning, using peer feedback and guided work time, participants produced a redesigned assignment and a refined rubric based on two rounds of feedback from peers and consultation with teaching and learning consultants.
Hall, S., Gillespie, B. & Goodridge, M. (2018). Mapping the Ecosystem of a Small Liberal Arts Campus; One Cup of Coffee at at Time. Workshop, International Society for the Scholarship of Teaching and Learning (ISSoTL). Bergen, Norway. October.
Hall, S. & Kinderman, L. (2017). Visualizing our Pathways of and to Change. Educational Developers Caucus Workshop, Guelph.
Hall, S., & Burcher, L (2014). Are we there yet? Making creative outcomes explicit for First Year Students in the Bachelor of Landscape Architecture Design Studio. Paper presentation. The International Society for the Scholarship of Teaching and Learning. Quebec City, October.
Burcher, L., Hall, S. (2014). Case Study Exploration of the Outcomes of the Course ReDesign Institute (CrDI) as Applied to the 1st Year Bachelor of Landscape Architecture Studio. Presenter. University of Guelph Teaching and Learning Innovations Conference, April.
Hall, S. (2013). Society for Teaching and Learning in Higher Education (STLHE). Establishing Roots of Professional Practice: Fostering Environmental Ethics through Group Discussion in the Teaching of Undergraduate Landscape Architecture Students. Poster presentation at Cape Breton University, Sydney, N.S. June.
Burcher, L., Hall, S. & Kenny, N. (2013). Council of Educators in Landscape Architecture. Visualizing an Outcomes Based Approach to Education: Linking Pedagogy and Practice. Paper presented at University of Austin, TX, March.
Hall, S. (2011). Opportunities and New Directions Conference on University Teaching. Faculty engagement in teaching development activities. Poster presentation at University of Waterloo, April.
Hall, S. (2011). Community Engaged Learning, Scholarship and Teaching. Integrating principles of community engaged learning within the 3rd year landscape architecture design studio. Poster presented at University of Guelph, March.
Britnell, J., Brockerhoff-Macdonald, B., Carter, L., Dawson, D., Doucet, L., Evers, F., Hall, S., Kerr, D., Liboiron-Grenier, L., Mighty, J., Siddall, G., & Wilson, J. (2010). Faculty Engagement in Teaching Development Activities. Phase 2.
Evers, F., Hall, S. with Britnell, J., Brockerhoff-Macdonald, B., Carter, L., Dawson, D., Doucet, L., Kerr, D., Liboiron-Grenier, L., Mighty, J., Siddall, G., Wilson, J. & Wolf, P. (2009). Faculty Engagement in Teaching Development Activities. Phase 1. Literature Review. Higher Education Quality Council of Ontario (HEQCO)
Indigenous Curriculum Specialist, Office of Indigenous Initiatives and Teaching and Learning
I provide expertise and service to assist with embedding an awareness of Indigenous ways of knowing and being into instruction and curriculum. Providing pedagogical expertise to all of Laurier’s campuses/locations, I support faculty as they integrate Indigenous ways of knowing and being and/or Indigenous curriculum into courses and programs, and develop relevant workshops and instructional supports. Through close work with colleagues (faculty, staff, students and community partners) across the institution, I assist in building capacity around Indigenous ways of knowing and being within pedagogy and epistemology.
I am of Kanienʼkehá꞉ka descent, and received my MEd with a focus on the Social and Cultural Context of Education from Brock University in 2017. For almost 10 years, I worked at the Tecumseh Centre for Aboriginal Research and Education where I created and taught courses focusing on Canadian history through the understanding of the Indigenous peoples of Turtle Island. I have been involved in several research projects investigating the state of Indigenous education in Canada. During my research, I have witnessed firsthand the benefits of engaging with Indigenous culture, for both my own people’s sense of self within mainstream education and for the benefit of non-Indigenous people. I have been an outspoken advocate for including Indigenous content throughout all levels of education. Since 2017, I have been working with faculty, staff, students and community in the Kitchener/Waterloo area to create authentic space for Indigenous ways of knowing and being into their personal and professional lives.
Educational Developer, Intercultural Communication
I support faculty in all areas of their pedagogy generally, and specifically with teaching inclusively. I work to infuse intercultural content into the curricula, and I develop and present in-class discipline-specific workshops for inclusion in courses. I also support faculty as they work to internationalize their curricula and to support international students.
I have been at Laurier since 2012. I have a Master of Education from Western. Prior to coming to Laurier, I worked at Western for seven years in their teaching centre, where a large amount of my work was with international graduate students. I worked with international teaching assistants to develop their intercultural teaching skills and to support their work teaching undergraduate students. I am also trained as a teacher of English as an additional language, and I have an Award of Achievement in Diversity and Inclusion from the University of British Columbia. I have lived and worked in France, Japan, Korea, Turkey, and Israel.
I have been involved in the creation of two videos at Laurier:
I am also contract teaching faculty in the Faculty of Human and Social Sciences.
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