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Preliminary Schedule (subject to change)

Simon Fraser University has approved sweeping changes to its degree requirements that will apply to all undergraduate students
admitted for September 1, 2006, and thereafter. These innovations are being implemented in order to enrich the quality of an
SFU undergraduate education and to better prepare students for more promising futures.

The approved changes include the requirement that students complete 6 credits in courses identified as “writing-intensive” (W),
6 credits in courses identified as “quantitative-reasoning” (Q), and 24 credits in courses identified as “breadth” (B) including
a)  18 credits of Designated Breadth (DB) (6 credits of Social Sciences, 6 credits of Humanities, and 6 credits of Sciences); and
b)  6 credits of Undesignated Breadth (UB) (courses taken outside the student's major program).

An important aspect of implementation is the chance to examine how and what we are teaching, and to ask how this can be
improved to encourage more active and thoughtful learning.   We hope that this Symposium on Innovative Teaching will provide participants with both practical solutions to course redesign challenges and the chance to reflect on their courses and their
teaching.

Barbara Frisken, Chair
SFU Undergraduate Curriculum Implementation Task Force


Wednesday, May 18, 2005		    
8:30-9:20 am Refreshments / Registration Halpern Lobby
     
9:20-9:30 am Opening Plenary Session
Welcome from VP, Academic, John Waterhouse		 Halpern 126
     

9:30-10:45 am

Session 1.1
Keynote Speaker:
Chris Anson, North Carolina State University
From Outcomes to Input:
Entrusting Departments to Improve Writing

Halpern 126
     
10:45-11:00 Session Break  
     
11:00-12:30

Concurrent Sessions 2.1 and 2.2
Session 2.1
Why writing IN the discipline? Faculty share ideas to illustrate why they are committed to writing in their disciplines.
L. Hanlan, A. Mooers, E. Tiffany, R. Dunlop, G. Dow,
W. Strachan

 MBC 2290
     
  Session 2.2
Our Students’ Expectations:  How might they respond
to the curriculum changes?
R. Day		 MBC 2296
     
12:30-1:15 pm Lunch Break Halpern 114 (Lounge)
     
1:15-2:30 pm Session 3.1
Keynote Speaker:
Daniel Shapiro, California State University, Monterey Bay
Writing as Learning and Defining the Discipline: 
   California State University, Monterey Bay's Integrated Writing
   Program in Earth Systems Science and Policy 		Halpern 126
     
2:30-2:45 Session Break  
     
2:45-3:45 Concurrent Sessions 4.1 and 4.2  
  Session 4.1
Writing to help learning, thinking, and critical analysis
K. Ferguson, I. Chunn		 MBC 2290
  Session 4.2
Learning Support for Undergraduates: 
Tips and Tools for Helping Your Students Succeed
M. Bodnar		 MBC 2296
     
3:45-4:00 Session Break  
     
4:00-5:00 Concurrent Sessions 5.1 and 5.2  
  Session 5.1
Issues in implementing an upper-division W-course
M. Taboada, S. O’Neill, L. Berggren, K. Alexander		 MBC 2290


Session 5.2
Supporting Graduate Students in their roles as teachers
J. Jasper, D. Mou		 MBC 2296
 
Thursday, May 19, 2005
8:30-9:00 am Refreshments/Registration Halpern Lobby
     
9:30-10:15 am Session 6.1
Welcome from AVP, Student Services, Nello Angerilli
and introduction of
A Place to Learn:  A Panel Discussion
C. Murray, D. Krebs 		Halpern 126
     
10:15-10:30 am Session Break  
     
10:30-11:30 am Concurrent Sessions 7.1 and 7.2  
  Session 7.1
Making a Difference in the Quality of Student Writing: Designing assignments that encourage problem-solving and critical thinking
W. Strachan		 MBC 2290
 

Session 7.2
Workshop for Superheroes
V. Jurgic, L.Crockett, J. Jayhmes

MBC 2296
     
11:30-12:30 pm Lunch Break Halpern 114 (Lounge)
     
12:30-1:30 Concurrent Sessions8.1, 8.2 and 8.3  
Session 8.1
A Public Forum:  The LIDC Strategic Plan
D. Kaufman
Halpern 126
Session 8.2
Being a W-course teaching assistant: 
A step toward professional development?
W-TAs J. Driver, K. Alexander
MBC 2290
  Session 8.3
MBC 2296
  Dynamic Concept Maps as Teaching Tools
O. Adesope, J. Nesbit		  
1:30-1:45 pm Session Break  
     
1:45-2:45 pm Concurrent Sessions 9.1 and 9.2  
Session 9.1
How much feedback is enough? Being efficient as well as
effective in responding to writing
W. Strachan		 MBC 2290
Session 9.2
Rewarding University Teaching
B. Frisken, S.Senyshyn, S. Ropper, H. Trottier 		MBC 2296

 
2:45-3:00 pm Session Break  
     
3:00-4:30 pm Concurrent Sessions 10.1 and 10.2  
Session 10.1
Grading 400 Essays Exams:  Assessing student learning in large courses (and seeing daylight!)
R. Day, J. Sharp 		MBC 2290
  Session 10.2
Timing and wording low-stakes writing:  Making it work to help students' learning and thinking
K. Alexander		 MBC 2296

5:00-7:00 pm
Symposium Reception
Hosted by the UCITF (in the MBC)
SFSS Highland Pub

Friday, May 20, 2005
9:00-9:30 am Refreshments/Registration Halpern Lobby
     
9:30-10:30 am Concurrent Sessions 11.1 and 11.2  
  Session 11.1
The Loudmouth, the Contrarian, and the Complainer:
Understanding disruptions in the classroom
E. Brief 		Halpern 114 (Lounge) 
  Session 11.2
Institutionalizing Innovation?  Bringing Teaching, Research, and
Practice Together in a Faculty-Led Institute
C. Amundsen, M. Fettes		 Halpern 126
     
10:30-11:00 am Session Break  
     
11:00 am-12:15 pm Session 12.1
Welcome from VP, Research, Mario Pinto (tbc)
and introduction of
Keynote Speaker:
Teresa Dawson, University of Toronto, Scarborough Campus
Capturing Innovative Teaching through the Scholarship of Teaching and Learning 		Halpern 126
     
12:15-12:30 Closing Plenary Session
Closing Remarks from VP, Academic, John Waterhouse;
Director, UC, Sarah Dench; Chair, UCITF, Barbara Frisken
and Adjournment