Investigating Teaching & Learning during the COVID-19 Pandemic

My colleagues (Siddiq Khan, Alecia Carolli, and Lillian Park) and I conducted this study to gain insight into students’ experiences of emergency remote delivery, and how to best support their learning during the this shift in course instruction. Our results highlight the importance of: 1) implementing active learning strategies to promote student engagement when courses are delivered remotely; 2) delivering course content in a clear and organized way; 3) providing students with multiple forms of learning resources. Click here for open access to the paper.

EdCog 2021: Discovering Evidence Based Practices in Education

This past Education & Cognition Conference (EdCog 2021) was amazing! All of the sessions that I attended provided practical skills, exercises, and insights that I could apply in my teaching. I also had a great experience giving one of the keynotes; it was such a pleasure to present to such an energetic, engaged and passionate crowd. The visual note above outlines my talk – what a neat momento! Looking forward to EdCog2022!

Attended EdCog 2021 Sessions (all excellent!) – click here for a list of all the workshops offered

Microsoft Teams for Teaching and Collaboration (Basics)”
Led by Christa Morrison
Dione Leung
Mohamed Aslam
Dabeer Ahmad Abdul-Azeez
Ayesha Hassan

Revisiting your Teaching Philosophy Statement Following a Year of Pandemic Teaching
Led by Erin Allard & Rebecca Taylor

Practice Makes Perfect: Supporting Student-Generated MCQs with PeerWise
Led by Paul Denny

Participation is predictive of individual, but not group, work in the context of a blended education course. (A first to remember!)

This paper will be a first to remember for me; it’s my first paper published in 2021, and the first published under TLR In Action (our recently formed not-for-profit). It also happens to be my first paper published in The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL), where I’m taking up my first editorial position as an associate editor. This will be a first to remember!

Click here for a link to the paper! We show that students participation grades are predictive of their grades on course work that they complete individually in a blended learning context.

On nurturing the emergent SoTL researcher: responding to challenges and opportunities

I’m thrilled to share this study on how we can support researchers who are new to the scholarship of teaching and learning. This study is particularly meaningful for me not only because of the importance of the topic, but also because I gained extremely valuable insights and experiences collaborating on this research with educational developers and students as research partners (Celia Popovic, Laura Farrugia, Salma Saleh, Geneviève Maheux-Pelletier, and Mandy Frake-Mistak). Working on this study largely ignited my interest in students as research partners, which I’ve examined with my colleagues (the corresponding paper is currently in press in the journal Imagining SoTL) and am currently collaboratively writing a book chapter on this topic with a student partner.

Introducing Teaching and Learning Research (TLR) In Action

About half a year ago I started a non-profit corporation called Teaching and Learning Research In Action (TLR for short). Our mission statement: “We investigate the efficacy of teaching practices and make our findings public, particularly through non-traditional forms of dissemination”. Today we had our first group meeting. Here is some footage of our group discussing what excites us most about TLR. For more information about TLR please visit our website:

Pop-up Poetry at the 2019 Symposium on SoTL

Pop-up poetry is definitely one of the highlights of the annual Symposium on Scholarship of Teaching and Learning (SoTL) for me. I was guided through an insightful, reflective process on student partnerships by Richard Harrison, resulting in ‘Evolution’ (the poem in the photo above). I’m very grateful to the Institute for SoTL and the organizers of the Symposium on SoTL for such an amazing symposium.

York University’s Cross-Campus Capstone Classroom: 2019/20 Pitch Day!

The Cross-Campus Capstone Classroom (C4) brings together third- and fourth-year students from across York University to work together in multi-disciplinary teams. Each team is partnered with an external organization to work together on solving a pressing, real-world challenge. Today the partner organizations visited York to pitch their projects to our capstone students – there was lots of innovation, dialogue, and enthusiasm! I’m excited to see which projects are selected, and how they progress throughout this school year.

I’m excited and proud to be part of the C4 Leadership Team. For more information about C4, please click here.

Understanding the impact of attendance and participation on academic achievement

Our paper on the impact of attendance and participation on academic achievement is now available online! Here is a pre-formatted version of the paper.

In this study, we provide evidence demonstrating that it is not enough for students to be physically present in class to do well in a course – students’ engagement in class, not attendance, is predictive of their achievement in the course.

Thanks to all my co-authors – Sharry Shakory, Arman Azad, Celia Popovic and Lillian Park – for a great collaboration!