- About
- Events
- Inquiry Support
- Workshops & Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Open Education Grant Pilot Program
- Teaching and Learning Development Grant Program
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Conferences & Calls for Proposals
- Teaching with AI: May 19, 2026 [May 19-28, 2026]
- ETUG Spring 2026 Workshop: Collaboration, Co-creation, and Creativity in EdTech [May 28-29, 2026]
- SFU Library: Scholarly Digital Project Program [Deadline: June 1, 2026]
- Teaching with AI: June 1, 2026 [June 01-10, 2026]
- EDUCAUSE Symposium: New Approaches to Assessment Design for AI-Enabled Learning [June 9 and 11, 2026]
- FLO Workshop: GenAI and the Indigenous 5Rs Framework [June 16, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- For Research Personnel
- News + Stories
- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
- Welcome Kaitlyn Watson!
- Authentic learning transforms large epidemiology course: students find personal meaning in public health research
- Developing AI-resistant teaching through story-centered approach
From Brain to Lab, from Page to Stage
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipients: Henry Daniel and Arne Eigenfeldt, School for the Contemporary Arts
Project team: Claire Carolan and Kyla Gardiner, research assistants
Timeframe: September 2013 to August 2015
Funding: $10,000
Course addressed: FPA 485 – Interdisciplinary Collaboration in Contemporary Arts or FPA 489 – Interdisciplinary Project in FPA
Final report: View Henry Daniel's final report (PDF)
Description: The objective of our initiative is to design a six-week intensive tri-modal course and workshop (lecture, lab/studio, stage) for undergraduate students interested in taking their artistic and creative ideas from brain to lab and from page to stage. Two Contemporary Arts professors and one graduate research assistant with production and design skills will prepare the material for the course, which is intended for team delivery in the May-June 2015 intersession period. The research from proposal to post delivery will be a two-year process. It is foreseeable that this six-week intensive tri-modal course and workshop will function as a template, to be delivered by a rotating team with the requisite skills. It is also hoped that this will be an incentive for the School to develop a summer program that can satisfy the needs of a wide range of students as well as professionals within and outside the School of Contemporary Arts and SFU.
Questions addressed:
- What are the current teaching and learning practices used by the instructional team and how can these be adapted to support the learning goals of the new 6-week intensive course?
- What are the teaching and learning practices used by other instructors in the School and how can these be used to support the learning goals of the new course?
- What kinds of physical resources and personnel and support staff would be needed for the new course and how could these be best utilised?
- How effective is the new course design, with the following subquestions?
- Which students benefitted most from the 6-week intensive course in terms of where they are in their program?
- What approaches, methods, strategies used in the course were best suited for a group of interdisciplinary students, some of whom may have no expertise in traditional performance forms and/or techniques.
- What additional methods, strategies, or processes could be implemented based on student feedback?
- What additional resources would be needed to expand this course to include graduate and post-graduate students and outside professionals for an annual event at an international level?
Knowledge sharing: We plan to share our practice and findings from this investigation with colleagues at the annual FCAT and TLC exchange forum ‘Leaning into Learning.’