Titles
A-C
A data-driven approach to identify interior design settings ...A decade’s narrative: Balancing consistency and change in...A novel way of behaviour-change delivery: Using a learning m...A Pilot Study of an Interdisciplinary Project for Architectu...A practical method to guide the architectural design processA sentimental studio & the power of making: A distance learn...Advancing Material Learning: Understanding Computational Pot...Advantages and Disadvantages of Remote Learning: Case of Des...An Evaluation of Tertiary Educators’ Perceptions of Online...An Inter-University Collaborative StudioAn Online Art School isn’t an Art SchoolApplying Blended Learning in Higher EducationArchitectural Design Jury under COVID-19: The Case of Gradua...Architectural Design-Research: a path towards an innovative ...Architectural education: methods for integrating climate eme...Architecture's Afterlife: The Multi-sector impact of an arch...Around, about: a temporal siteArt & Design Education in Pakistan: The Missing Links in Res...Autonomy, Competence, and Community: Activating the intrinsi...Babbling in VR: The Pixelated Site of Virtual Interiorities Beyond the ScreenBridging Disciplines and Skillsets: Distributed Construction...Casual Academics and Studio Teaching in Face-to-face and Onl...Cognitive Complexity in Studio Teaching and LearningCollage as a Trans-Disciplinary Learning and Teaching Method...Conception of teaching and teaching approaches: Architectura...Covid-19 and the function of the creative spaceCraft-design collaboration: an emerging hybrid model of acad...Critical friends as support for peer-to-peer learning in stu...Critical Reflections on my Architecture Teaching PracticeCultivating Critical Thinkers: An Inquiry into Critical and ...
D-G
Define, Draw, Diagram: A Case Study Approach to Understandin...Democratic Pedagogy and Process: A Case Study of Interior De...Design Studio Education: what can it be when it can no longe...Designing hybridization: alternative education strategies fo...Despite Disruptions: The Resilience of the Design Studio Mod...Developing Architectural Detailing Skill: A Self-Learning Me...Digital and face-to-face place-based pedagogy: Live Projects...Digital Twin Cities - an instrument for pedagogical changeDisruption, Improvisation, Redesign - Teaching Computer Anim...Does all impact count? How third mission policies and evalua...Educational values of design briefs based on culture-led reg...Educere and/as haecceity: A prospective concept for non-line...Emerging from the margins: TUT Department of Architecture an...Emplacing architectural education in a sociophysical territo...Encounters with Threshold Concepts that Facilitate Transform...Engaged Scholarship: Interdisciplinary Perspectives through ...Engaging the TikTok Mind: Short Form Video for Searchable Le...Engaging Your Core: How Exercise and Interaction Can Engage,...Establishing Equilibrium: Not a Novelty just Novel Exhausted: pedagogies of (gentle) resistance for our timesExperiential Learning Through Participation and Representati...Experimental Spatial Drawing Techniques as a Framework for C...Focus on Pedagogy: The Truth, Façade, and Sustaining Chall...Food Studies as Experiential LearningFraming architectural design studio pedagogy in 2020 and bey...Freehand drawing as a didactic instrumentFrom an Anthropocentric to a Biocentric Mindset in the Archi...From the Individual to the Inclusive DrawingGame-Based Learning in the Introductory Art History Course: ...Gazing into the Factors Determining the Future of Architectu...
T-Z
Teach/ology: Transitioning an Emotionally-Charged Course to ...Teaching and learning Landscape Ecology to Landscape Archite...Teaching Architectural Complexities via PlasticsTeaching Complexity – Education between Environments, Big-...Teaching Design-informed Citizenship: Considering the Design...Teaching in the Bubble: Notes on Architecture Studio Educati...Teaching Relations in the Educational Design StudioTechnology is transforming education but not the way we anti...The Architectural cut-up: Sites of narrative for architectur...The Augmented Studio – Teaching and Learning in Digital Sp...The Blended Teaching Based on BOPPPS Method, Case from the C...The Client & the Classroom: Using a Live Civic Focused Brief...The Collaborative Challenge: Building Bridges that Connect C...The COVID Disruption in Interior Design Education/Virtual Re...The critical reflections of a teacher-architect at the Unive...The Future of Cross – Multi – Inter & Trans Disciplinary...The impact of STEAM education on Master and PhD thesis from ...The impact of thinking fast and slow on teaching and learnin...The Point of Learning Architectural Theory in the 2020sThe Role of Immersive VR as a Design Tool in an Architectura...The Storm community oriented real-life design project; revis...The synchrony of the multiple intangible fields of education...The talking projection: teaching that is not flatThe use of TIC in Mathematics higher education teaching and ...The Virtual World: COVID’s Impact on Design EducationTowards a Pedagogical framework for implementing studies of ...Towards an Object Orientated PedagogyTowards teaching of sustainable building (re)use through an ...Tracing the Intensive: On Assemblages, Technicities and Urba...Turbo charging teaching: What have teachers learned from mul...Ungrading in DialogueUnlimited Pedagogy - Transformative Education for an Urbaniz...Urban Humanities as Framework for Public Space ResearchWelcome and Introduction What the Texts Don’t Say about Forced Migration: New Strat...What’s in it for me? Integrating Service-Learning into Hi...WISE Project: Improving undergraduate instruction in writing...
Presenters
Schedule

A Focus on Pedagogy

Teaching, Learning and Research in the Modern Academy
It just makes sense: Fueling student leadership in the Anthropocence?
T. Healy & A. Booth
9:30 pm - 11:00 pm

Abstract

Discussions on pedagogy often overlook a challenging reality that instructors face: a diversity of disciplines within their classrooms that complicates the process of teaching if the professor wishes to constructively and empathetically address the multiple diversities within a student body. Teaching at a small, largely undergraduate university in Canada, we teach in the fields of Environmental Sustainability and Environmental Planning for students interested in careers in these fields as our primary responsibility. However, we have been challenged to consider how to adapt our teaching philosophies/ methods to address the fact that we have students in our classes from a range of disciplines outside of our courses and from outside our own disciplines: foresters, nurses, social workers, planners and other professionals, in addition to the more strictly academic disciplines, who make up a rapidly increasing percentage of our class enrolment. Such diversity in the student body in our classrooms speaks to a growing interest among our students. While environmental planning and sustainability are not seen as a requirement in their degree programs, the students themselves are demonstrating a commitment to solutions in these challenging arenas. How we support this interest in, and the need for leadership in these fields, across diverse disciplines, while meeting the primary responsibility for content for students in our programs, has been an ongoing challenge. We have turned to developing a pedagogy of practice that enables a grounding in the tenets and precepts of our disciplines within a context that calls to students to understand how the critical questions under discussion can be addressed in their own professions and in collaboration with those in other. Our presentation/paper will focus on pedagogical perspectives and teaching practices that create innovative engagement and collaboration among students from across the university and across a range of disciplines and perspectives.

Biography

Theresa Healy has been a Lecturer in Environmental Planning & Gender Studies, UNBC since 1994. Her teaching focus is on community development with specialties in citizen engagement/public participation, qualitative research methods, and participatory / community based research. She uses experiential learning opportunities with community based partners in the courses she teaches, including classes in Public Participation, Mediation and Negotiation; Indigenous Planning. She is interested in innovated and collegial approaches to teaching. She is a member of the National Advisory Board Farm to School Canada, Evaluation Project; Everyone at the Table PG Collective; the Provincial Advisory to the PEACE Project; a Co-applicant on You talk, we listen: advancing health economics methods for rural and remote health research by gathering local communities’ knowledge and experiences in health care decision making.” (Michael Smith Research Foundation, 2020-2022) and a Co-applicant on Nature for all: A barrier free Canada through standards-based practice project (SHHRC Partnership grant 2021-2023).

Annie L. Booth is a Professor in Environmental and Sustainability Studies at the University of Northern British Columbia (Canada). Her research interests include Indigenous community resource management, environmental ethics, sustainability initiatives of all sorts and animal-human studies. Her teaching includes ethics, public engagement and environmental citizenship and the students she teaches range from doctoral students to first year and from sciences to professional degrees and to social sciences and arts. Her teaching interests are very much focussed on student engagement, building critical thinking and analytical skills and allowing students to learn about learning. She is a Registered Professional Planner in the province of British Columbia.