2019 Mini-grant Project

In this project the team and a hired graduate student will develop evidence-based metacognitive, student- and instructor-centred materials to help undergraduates identify the different learning levels, what level they are expected to perform at, and understand the characteristics of learning at different levels.  We will review the literature to determine some key learning objectives, develop content and methods (e.g. workshop, handouts, etc.) to teach them, and then implement these in a course this summer and test the impact through grade differences as well as a survey.


Updates and Project Proposal

Collaborators on this Project

The team applying to the SALTISE 2019 mini-grant consists of members from goLEAD, eLATE (Enhancing Learning and Teaching in Engineering), TLS (Teaching and Learning Services), and T-PULSE (Tomlinson Project in University-Level Science Education) at McGill University.

Principal Investigator

Prof. Nate Quitoriano Associate Professor Founding Director of goLEAD Faculty of Engineering McGill University nate.quitoriano@mcgill.ca (514) 398 5814

Professor Quitoriano is an Associate Professor in Materials Engineer and the founding director of goLEAD, a project development incubator for McGill students who seek to affect local and global change. He has been teaching for 9.5 years, is an active member of the eLATE community, has been nominated for teaching awards, and was nominated in 2017 to represent McGill University at the National Effectiveness Teaching Institute (NETI), an annual event organized by the American Society for Engineering Education (ASEE). Professor Quitoriano brings to the SALTISE mini-grant proposal his experience in implementing active learning strategies in the engineering context, his knowledge in working with undergraduates in developing technical and non-technical skills (e.g. leadership, lifelong learning competences), and his excellent organizational and leadership skills to ensure the completion of the project.

Co-Principal Investigators

Prof. Lawrence R. Chen Professor eLATE Academic Lead Faculty of Engineering McGill University lawrence.chen@mcgill.ca (514) 398-1879

Professor Chen is co-leader of the eLATE program and Professor in Electrical and Computer Engineering. He helped in the launching of eLATE and has championed the implementation of active learning strategies in the McGill Engineering context. Professor Chen leads eLATE’s Coffee-and-Chat initiative, which is a bi-weekly informal get-together to share and foster the use of evidence-based teaching strategies among engineering instructors. He has a strong interest in the use of reflective writing as a tool to enhance self-regulation learning skills. He is committed to providing students with the best learning experience in both technical and non-technical engineering courses. In 2015, Professor Chen was awarded the SALTISE Best Practices & Pedagogical Innovators Award. Professor Chen brings to the current proposal his many years of experience working with engineering undergraduate students, his knowledge of the challenges of working and supporting engineering instructors in enhancing their teaching practices, and his expertise in using tools to enhance self-regulated learning inside engineering courses.

Dr. Alexander Liepins Skills Development Officer Teaching and Learning Services McGill University alexander.liepins@mcgill.ca (514) 398 1359

Dr. Liepins is the skills development officer in Teaching and Learning Services at McGill University. He is responsible for the development and implementation of McGill’s University-wide undergraduate skills development program, SKILLS21, including a suite of learning strategy workshops. Dr. Liepins has wide experience planning, conducting and evaluating workshops tailored to undergraduate students. He brings to the proposal knowledge his experiences designing, developing, and delivering extracurricular initiatives for undergraduates, with a special emphasis on learning strategy capacity-building. During his years at McGill, Dr. Liepins has continued to cultivate a strong community of staff, instructors and students interested in enhancing academic skills (learning and study skills) among the undergraduate community and he serves on a number of committees devoted to that aim.

Armin Yazdani PhD Candidate Neuroscience McGill University armin.yazdani@mail.mcgill.ca

Mr. Yazdani is a PhD candidate in Neuroscience at McGill University. He is a course lecturer in the physiology department. Armin is a Weston Teaching Fellow, the Lead Tomlinson Graduate Teaching Fellow as well as a Teaching Development Fellow with the Office of Science Education. Mr. Yazdani is also working for Teaching and Learning Services as a student assistant in the student skills development team. Mr. Yazdani brings to the project disciplinary knowledge in the field of neuroscience, which will help in the development of the artifacts to be used by students and instructors through the funding of this mini-grant. Mr. Yazdani has experience working with undergraduates not only in his role as instructor but also through his work with T-PULSE, especially in all activities related to the TEAM (Tomlinson Engagement Award for Mentoring) project. Mr. Yazdani has a depth of experience on learning analytics, program assessment, and knowledge translation, which will be extremely valuable for this project.