Leadership in Teaching & Learning Fellowship
McMaster’s rich tradition of pedagogical leadership depends upon faculty champions who act as leaders and mentors to advance improvement in teaching and learning and to enhance student-learning experiences. The Leadership in Teaching and Learning (LTL) Fellowship program is a 2-year program designed to engage faculty in leading change, practice the scholarship of teaching and learning, and support faculty communities that provide mentorship and leadership in teaching and learning. In partnership with the MacPherson Institute, LTL Fellows will: (1) plan and implement a pedagogical project within one of two streams: Evaluating Course Impact and Implementing Program Change (details below); (2) participate in a network of LTL Fellows; (3) provide mentorship and feedback to peers; and (4) disseminate project outcomes both within and beyond their departments.
Fellowship Program Streams
1) Evaluating Course Impact: This stream is intended for faculty members teaching in a variety of lab and classroom settings who are interested in evaluating the use of high impact educational practices within their courses. Examples of past successful applications have focused on the integration of technology, community engagement, active learning, assessment etc.
2) Implementing Program Change: This stream is intended for faculty members who are interested in leading or implementing change focused on curriculum and/or enhancing their academic programs. Projects may align with recommended areas of improvement stemming from the outcomes of the Institutional Quality Assurance Process (IQAP). Examples of past successful applications have focused on diversity and inclusion, student retention, mentorship programs, experiential learning etc.
- Length of Fellowship: Two years
- Award amount: Up to $15,000 over the two years
- Eligibility: LTL Fellows must be continuously employed by McMaster University for the duration of the Fellowship. Sessional instructors, graduate students, and others appointments that do not continuously span the full duration of the grant may be co-applicants.
Our Leadership in Teaching and Learning Fellows
Every year our cohort grows! This Fellowship is a reflection and demonstration of leadership, innovative practice, and distinctive commitment to enhancing the improvement of teaching and learning at McMaster University.
|Bernice Downey||Program Change||Health Sciencesfirstname.lastname@example.org||Indigenous Health Curriculum Development: Co-creating a Harmonized Process for Student Participation|
|Ilana Bayer||Course Impact||Health Sciencesemail@example.com||Innovation by Design: Engaging Learners and Faculty in Course Design and Development|
|Sajeni Mahalingam||Program Change||Sciencefirstname.lastname@example.org||The Impact of Co-learning and Team Building Exercises on Learning Outcomes and Cohort Cohesion in 2nd Year Large Enrollment Courses in the Life Sciences Program|
|Seshasai Srinivasan||Course Impact||Engineeringemail@example.com||Development of Web-Based Interactive Cognitive Tools to Enhance Student Learning|
|Elizabeth Hassan||Course Impact||Engineeringfirstname.lastname@example.org||Integration of Design Courses in Mechanical Engineering for Improved Student Experience|
|Matthew Woolhouse (&Stacey Ritz?)||Program Change||Humanities (&FHS)||email@example.com||Transforming Music at Mac Through an Integrated Degree Between Health Sciences and Music’s Bachelors Programs|
|Robert Fleisig & Sean Park||Program Change||Engineering & FHSfirstname.lastname@example.org||Advancing Designerly Ways of Knowing: Building Campus-Wide Capacity for Design Thinking|
|Robert Fleisig & Sean Park||Program Change||Engineering & FHSemail@example.com||Advancing Designerly Ways of Knowing: Building Campus-Wide Capacity for Design Thinking|
Rosa da Silva (Team) Program Change Science firstname.lastname@example.org Horizontal Curriculum Integration within a Biology Program Lydia Kapiriri Course Impact Social Science email@example.com A comparative Analysis of the Effectiveness of Two different Approaches to Experiential Education Colin McDonald Course Impact Engineering firstname.lastname@example.org Investigating the impact of Integrated Learing in First Year Engineering Rashid Abu-Ghazalah (Team) Course Impact Engineering email@example.com Using instructional Videos and a Flipped Classroom for Enhancing Student Learning Mohamed Bakr Program Change Engineering firstname.lastname@example.org Virtual Alternatives: How do Online Laboratories Fit in Engineering Education? Tom Wanyama Course Impact Engineering email@example.com Using SEPT Learning Factory to Teach Industry 4.0 technologies Wolfram Kahl Course Impact Engineering firstname.lastname@example.org Studying the Effectiveness of using CalCheck for teaching Logics and Discrete Mathematics for Computer Science Jake Nease Course Impact Engineering email@example.com; firstname.lastname@example.org A Workshop-Based Approach for Life-Long Learning of Numerical Methods Matt Minnick Program Change Engineering email@example.com Engineering Physics Constructive Alignment of PBL
|Anne Scheidecker||Program Change||Health Sciencesfirstname.lastname@example.org||Development and implementation of simulation-based learning in pain medicine residency and fellowship|
|Kjetil Ask||Course Impact||Health Sciencesemail@example.com||Evaluating student experiences in Health Sciences 4DM3 Demystifying Medicine|
|Lynn Martin||Program Change||Health Sciencesfirstname.lastname@example.org||Improving Nursing students’ clinical skills using YouTube videos|
|Deborah Di Liberto||Course Impact||Health Sciencesemail@example.com||Evaluating strategies for building transdisiciplinary global health research competencies|
|Joe Kim||Course Impact||Sciencefirstname.lastname@example.org||Assessing the impact of learning objective format on knowledge retention|
|Kalaichelvi Saravanamuttu (Team)||Program Change||Scienceemail@example.com||Chemistry and Chemical Biology mentorship circle|
|Catherine Grise||Course Impact||Humanitiesfirstname.lastname@example.org||First steps in community engaged learning in English and Cultural Studies|
|Geraldine Voros||Course Impact||Social Sciencesemail@example.com||The impact of active learning upon the student’s learning experience|
|Ann Fudge Schormans||Program Change||Social Sciencesfirstname.lastname@example.org||Enabling Access: Enhancing the Teaching and Learning Experiences of Disabled Graduate Students|
|Amin Reza Rajabzadeh& Jennifer Long||Program Change||Engineeringemail@example.com||Using desgn engineering software to investigate undergraduate learning preferences and transferabe skill development|
|Vanina Dal Bello-Haas||Program Change||Health Sciencesfirstname.lastname@example.org||Shift Happens: Revitalizing the Master of Science (PT) Program|
|Bruce Wainman||Course Impact||Health Sciencesemail@example.com||Visualization of Complex Anatomy Using Augmented Reality – The HoloLens Project|
|Fran Scott||Course Impact||Health Sciencesfirstname.lastname@example.org||Use of PebblePad for the Master of Public Health Program Learning Plan and Portfolio|
|Ayesha Khan||Course Impact||Scienceemail@example.com||The Impact of Community Engaged Education & Use of the Learning Portfolio in a 2nd Year Large Enrollment Course in Clinical Neuroscience|
|Kim Dej||Program Change||Sciencefirstname.lastname@example.org||Creating Novel Interdisciplinary Sub Plans in the Life Sciences Undergraduate Program|
|Rosa da Silva||Course Impact||Scienceemail@example.com||Assessing the Outcomes of Blended Learning in a Level I Biology Course|
|Frances Tuer||Course Impact||Businessfirstname.lastname@example.org||Building Classroom Community Through Social Medial and Other Modalities|
|Teal McAteer||Program Change||Businessemail@example.com||Scaffolding, learning portfolios and transformative leadership: What do they all have in a common?|
|Emad Mohammad||Course Impact||Businessfirstname.lastname@example.org||Assessing Evidence of Active Learning as a Course Evolves: The Case of Introductory Financial Accounting|
|Karen McGarry||Program Change||Social Sciencesemail@example.com||Transforming Lecture-Based Pedagogy and Encouraging Active Learning Among Undergraduates at McMaster|
|Janice Chaplin & Jennie Vengris||Program Change||Social Sciencesfirstname.lastname@example.org||Social Work Field Education: Strengthening Accessibility & Responsiveness to Equity-Seeking|
|Wendy D’Angelo||Course Impact||Humanitiesemail@example.com||Beginner Italian in the Active Learning Classroom: A Digital Humanities Approach|
|Amy Beth Warriner||Program Change||Humanitiesfirstname.lastname@example.org||Implementation and Evaluation of a Learning Portfolio in the McMaster English Language Development Program|
|David Potter & Robert Fleisig||Program Change||Engineeringemail@example.com||Program Wide Implementation of Learning Portfolios in Professional Masters Programs|
|Ayse Turak||Engineeringfirstname.lastname@example.org||Virtual Alternatives: How Do Online Laboratories Fit in Engineering Education?|
|Olive Wahoush||Course Impact||Health Sciencesemail@example.com||The impact of changes to PBL in first year nursing program at McMaster|
|Sarah Symons||Course Impact||Sciencefirstname.lastname@example.org||Evaluate student experiences in Science 1A03: Investigating Science|
|Mandeep Malik||Course Impact||Businessemail@example.com||Study the effectiveness of the MARS Apprentice Program @ DeGroote|
|Philippa Carter||Course Impact||Social Sciencesfirstname.lastname@example.org||Impact of classroom response systems on student engagement in high-enrolmen, non-STEM introductory courses|
|Nikolai Penner||Course Impact||Humanitiesemail@example.com||A TPRS- Workbook for Introductory Language courses|
|Thomas Doyle||Course Impact||Engineeringfirstname.lastname@example.org||Stuent Vision-ization through 3-D printing|
The Leadership in Teaching and Learning (LTL) Fellowship program is a 2-year program designed to engage faculty in leading change, practice the scholarship of teaching and learning, and support faculty communities that provide mentorship and leadership in teaching and learning. In partnership with the MacPherson Institute, LTL Fellows will: (1) plan and implement a pedagogical project within one of two streams: Evaluating Course Impact and Implementing Program Change (details below); (2) participate in a network of LTL Fellows; (3) provide mentorship and feedback to peers; and (4) disseminate project outcomes both within and beyond their departments.
Fellows will be formally announced at a Welcome Ceremony Reception in May and will participate in the Annual Leadership Fellows Retreat in June. In the first year, Fellows will focus on designing and implementing their projects. In the second year, Fellows will focus on community and mentorship development, as projects are completed and disseminated. To date, MacPherson has awarded 48 LTL Fellowships creating a community of LTL Fellows from diverse disciplines across McMaster’s six faculties. This year, we look forward to welcoming up to six new Fellows to join this existing community.
2019 recipients have been announced.
Please return next year. Thank you!