1 00:00:03.510 --> 00:00:10.019 Brian Nairn (he/him): Hello everyone and welcome to today's recording of our weekly Teaching Commons Blog. 2 00:00:10.769 --> 00:00:21.420 Brian Nairn (he/him): My name is Brian Nairn and I am the the curator of the the Teaching Commons blog and I'm really excited today to be hosting a Roundtable conversation with three amazing colleagues. 3 00:00:21.990 --> 00:00:29.670 Brian Nairn (he/him): We'll be talking about pedagogy that aids transition, and so our three panelists will give a little explanation as to what 4 00:00:30.120 --> 00:00:46.530 Brian Nairn (he/him): this transition pedagogy looks like and we'll discuss some benefits both to the students and faculty members. So as we get started, we will just like to introduce our our three panelists here, maybe to start with that Alexis if you want to just introduce yourself. 5 00:00:47.280 --> 00:00:53.850 Alexis Blair-Hamilton (she/her): Hi my name is Alexis and I am a fourth year health study student specializing in health policy. 6 00:00:54.390 --> 00:00:54.750 Lynda? 7 00:00:55.770 --> 00:01:10.410 Lynda van Dreumel: Hi I'm Lynda van Dreumel, I'm an assistant professor and undergraduate program director in the school of health policy and management and currently working on a project with Alexis and with Yasaman related to pedagogy that aids transition. 8 00:01:11.340 --> 00:01:12.420 Brian Nairn (he/him): awesome. and Yasaman. 9 00:01:13.350 --> 00:01:25.290 Yasaman Delaviz: Hi everyone I'm Yasaman Delaviz and the Faculty of Health, education and curricular development specialist, and so I support faculty and and teaching assistance with anything that has curricular or co curricular related. 10 00:01:26.370 --> 00:01:26.940 Yasaman Delaviz: that's great. 11 00:01:27.750 --> 00:01:38.640 Brian Nairn (he/him): Okay, so let's just jump right into this conversation here. So Yasaman I'm going to start with you, do you just want to give a brief overview about what this pedagogy that aids transition actually is. 12 00:01:39.210 --> 00:01:47.910 Yasaman Delaviz: Yes, absolutely Brian so transition pedagogy takes a curricular approach to students success by embedding key skills and attributes. 13 00:01:48.300 --> 00:01:52.050 Yasaman Delaviz: Transition pedagogy into selected first or second year courses. 14 00:01:52.590 --> 00:02:06.630 Yasaman Delaviz: These skills include things like teamwork, scaffolded learning with timely feedback, self regulation, which includes mindfulness and metacognition, self reflection, and finally making connections between content and real world experiences. 15 00:02:07.140 --> 00:02:15.450 Yasaman Delaviz: Now, while we have a lot of co curricular opportunities and supports available on campus for students to develop a sense of capability and resourcefulness. 16 00:02:15.810 --> 00:02:19.290 Yasaman Delaviz: Not all students are able to take advantage of these opportunities. 17 00:02:19.620 --> 00:02:30.780 Yasaman Delaviz: So, by taking a curricular approach, we can ensure that all students have an opportunity to learn, practice, and develop these key skills that are important for students success in the university and beyond. 18 00:02:31.230 --> 00:02:37.530 Yasaman Delaviz: And maybe i'll pass it on to Lynda to speak more about the details of these key skills that are part of transition pedagogy. 19 00:02:38.160 --> 00:02:45.480 Lynda van Dreumel: Sure, thank you Yasaman. So we recognize that course directors and instructors already have courses. 20 00:02:46.020 --> 00:02:52.380 Lynda van Dreumel: Where they've got students engaging in skills like teamwork self regulation self reflection. 21 00:02:53.040 --> 00:03:05.610 Lynda van Dreumel: And it's really this combination of these five components of transitions pedagogy that are so important to ensuring that students can be successful in university and our approaches to 22 00:03:06.600 --> 00:03:15.450 Lynda van Dreumel: ensure that students get the skills early in their university career. And so for courses that already have group work components, 23 00:03:15.960 --> 00:03:26.700 Lynda van Dreumel: we you know, we want to really promote supporting students to be successful in group work so, for instance teamwork and group work in transition pedagogy really involves you know, 24 00:03:27.150 --> 00:03:40.830 Lynda van Dreumel: two or more students working together to achieve a common goal, and this can be done very easily in large classroom is by incorporating things like think pair share or having small group work assignments that 25 00:03:41.430 --> 00:03:47.910 Lynda van Dreumel: don't necessarily have to be related to a summative assessment, but could be a formative assessment. 26 00:03:48.840 --> 00:03:55.980 Lynda van Dreumel: Scaffolded learning is also something that many course directors already do within their courses, where they have an assignment 27 00:03:56.520 --> 00:04:04.110 Lynda van Dreumel: that students work on and it's broken up into small parts and the students receive feedback right away. And so we know that 28 00:04:04.620 --> 00:04:13.650 Lynda van Dreumel: this is already an important part of courses and if we can meaningfully design more courses with scaffold of learning, it will only help to prepare students for success. 29 00:04:14.520 --> 00:04:28.230 Lynda van Dreumel: Finally, self reflection we we have a lot of courses that have both classroom focused experiential education, as well as other work integrated learning and Community focused. 30 00:04:29.700 --> 00:04:39.180 Lynda van Dreumel: experiential education opportunities and so these courses do use self reflection as an important part, we want to teach students are really within first year. 31 00:04:39.660 --> 00:04:45.600 Lynda van Dreumel: To be able to engage and really meaningful self reflection and along with that is self regulation so. 32 00:04:46.110 --> 00:04:59.100 Lynda van Dreumel: Having them engage in mindfulness and learning to learn so using self reflection to improve their ability to study for tests to manage their time and to engage with course content. 33 00:04:59.910 --> 00:05:12.960 Lynda van Dreumel: So all five of those components are sort of interconnected and already exist in many courses, and this is just a way to meaningfully embed those five components in first year of courses to help students be successful. 34 00:05:14.670 --> 00:05:21.000 Brian Nairn (he/him): That sounds great it sounds like there's a lot of different you know kind of benefits, and this is really important for that student transition. 35 00:05:21.660 --> 00:05:31.830 Brian Nairn (he/him): So on that actually be curious to hear what Alexis thinks about this project, and these different kind of opportunities that are being designed for for these students here. 36 00:05:33.210 --> 00:05:39.750 Alexis Blair-Hamilton (she/her): Yes, definitely um there's so much importance in incorporating these paths components into the course design. 37 00:05:40.260 --> 00:05:47.130 Alexis Blair-Hamilton (she/her): And it also allows for students to develop skills related to success that they may not have had the opportunity to develop in high school. 38 00:05:47.580 --> 00:05:53.160 Alexis Blair-Hamilton (she/her): So a lot of students go from having really small classroom sizes and personal relationships with their teachers and peers. 39 00:05:53.550 --> 00:06:00.390 Alexis Blair-Hamilton (she/her): To being thrown into these large lectures where they don't get the chance to develop those critical connections with their instructors and their peers. 40 00:06:00.960 --> 00:06:15.720 Alexis Blair-Hamilton (she/her): This quick transition is often very overwhelming and leaves many of us i'm prepared which kind of just forces us to get with the program and figure it out as we go along, which may have some negative implications in our overall learning experience. 41 00:06:17.340 --> 00:06:32.220 Brian Nairn (he/him): that's great yeah so I mean there's a lot of different benefits that can come from this do you see yourself using these for in your own studies or sharing that with with any of your own kind of peers in various stages of their degree. 42 00:06:33.210 --> 00:06:41.760 Alexis Blair-Hamilton (she/her): Yes, definitely I think I have learned so much already and having a younger brother i've been trying to kind of drop these little gems on him. 43 00:06:42.270 --> 00:06:54.810 Alexis Blair-Hamilton (she/her): And he's even seen the improvement in just the way he operates in his classroom as well, so I think there's so much importance, and you know getting those skills taught early and helps with the transition so much more. 44 00:06:55.830 --> 00:07:06.750 Brian Nairn (he/him): that's great and so Lynda i'm actually wondering, then from your perspectives we've heard you know kind of what pedagogy that aids transition pedagogy is how this could benefit the students. 45 00:07:07.230 --> 00:07:14.400 Brian Nairn (he/him): Just to get a sense now of of how faculty might be wanting to use these and the benefit that faculty will see by incorporating these principles. 46 00:07:15.150 --> 00:07:22.170 Lynda van Dreumel: Sure, so you know I can speak from my experience teaching, a very large first year course and health studies and. 47 00:07:22.590 --> 00:07:29.490 Lynda van Dreumel: You know we've already designed the course to have components of transition pedagogy in it so students engage in in group work. 48 00:07:29.910 --> 00:07:41.760 Lynda van Dreumel: And teamwork, but oftentimes students really come to us, without necessarily all of the skills that are important to being successful in group and teamwork. 49 00:07:42.300 --> 00:07:56.070 Lynda van Dreumel: So things like conflict resolution and you know project planning, and so you know simple things like communication skills and being able to negotiate and figure out. 50 00:07:57.180 --> 00:08:00.690 Lynda van Dreumel: methods of communication and avenues of communication and then. 51 00:08:02.010 --> 00:08:14.970 Lynda van Dreumel: Together, work on challenges as they arise and work through that normal process of you know, forming forming storming performing, and so I just think that. 52 00:08:15.840 --> 00:08:26.220 Lynda van Dreumel: You know, being able to meaningfully teach some of these skills in first year courses alongside of first year content is really important for students. 53 00:08:26.850 --> 00:08:34.080 Lynda van Dreumel: Likewise, you know I would also just say that self reflection is something that again, you know we really focus on because we're so. 54 00:08:34.920 --> 00:08:45.570 Lynda van Dreumel: oriented towards providing students with experiential education opportunities and when students have not had an opportunity to learn about self reflection process. 55 00:08:46.200 --> 00:08:53.010 Lynda van Dreumel: oftentimes they struggle at being able to meaningfully self reflect so take something that they've learned and then. 56 00:08:53.790 --> 00:09:01.740 Lynda van Dreumel: analyze what it means to them what it means to the learning and then what it means to their future career or the sector that they're involved in. 57 00:09:02.100 --> 00:09:14.280 Lynda van Dreumel: So, again being able to give students to teach them how to self reflect early in their university career then helps them as they move through the various levels, and just as a little side note. 58 00:09:15.030 --> 00:09:26.610 Lynda van Dreumel: You know the we recognize that course directors, you know can benefit from getting supports and resources and assistant in being able to teach these skills and so. 59 00:09:27.120 --> 00:09:41.580 Lynda van Dreumel: What people may learn at another time or another blog is that we've developed a toolkit that, of course, directors can incorporate into their courses and we're happy to come back and talk to you another time specifically about the toolkit. 60 00:09:43.230 --> 00:09:57.030 Brian Nairn (he/him): So great i'm really looking forward to hearing more about this this toolkit once it's ready to launch So if I was curious to learn more about pedagogy that aids transition, who can reach out to take it to get more information. 61 00:09:59.190 --> 00:10:01.230 Lynda van Dreumel: Sure go ahead Yasaman. 62 00:10:01.620 --> 00:10:06.150 Yasaman Delaviz: Oh, I was just going to jump in because i'm quite excited so of course you can reach out to myself. 63 00:10:06.600 --> 00:10:20.490 Yasaman Delaviz: or Linda we're both happy to connect and you know expand on this conversation and learn more and speak about pedagogy that each transition further and so i'm you can consider me as a great resource and Lynda for sure as well. 64 00:10:21.690 --> 00:10:22.200 Brian Nairn (he/him): awesome. 65 00:10:22.260 --> 00:10:24.150 Brian Nairn (he/him): And just as a note the email. 66 00:10:24.240 --> 00:10:32.190 Brian Nairn (he/him): addresses for for Lynda and Yasaman can be found in the text right underneath this video on our blog page here so. 67 00:10:33.750 --> 00:10:38.730 Brian Nairn (he/him): yeah, so I think that you know kind of just wraps up our quick conversation just want to. 68 00:10:39.330 --> 00:10:47.700 Brian Nairn (he/him): You know, thank the three of you for for bringing this topic to the to the forefront, it seems really exciting things happening. 69 00:10:48.150 --> 00:11:01.380 Brian Nairn (he/him): You know kind of coming down the pipe and i'm really excited to see where this toolkit takes us, so thank you all for for all the hard work and support that you do for the students at York and looking forward to chatting with you again soon. 70 00:11:02.610 --> 00:11:04.200 Lynda van Dreumel: Thank you, thanks for inviting us. 71 00:11:04.320 --> 00:11:05.220 yeah.