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.
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!
I just received my copy of “The Cambridge Handbook of Cognition and Education” – looking forward to reading it cover to cover! I’m honoured to be a contributor, among many scholars I look up to.
I had the privilege of working with Dr. Natasha May (Educational Developer at the Teaching Commons, York University) to co-create and co-facilitate a course for graduate students on providing statistical support for SoTL researchers.
Our course is now accredited by the Educational Developers Caucus (EDC), which is a huge win! Many thanks to Natasha for being such a fantastic partner throughout this whole process!
Our new paper, “The spacing effect stands up to big data”, is now accessible here. We analyzed longitudinal data from 10,514 individuals, collected in the context of naturally occurring workplace training. Our results revealed a significant interaction between spacing interval and retention interval: the optimal amount of spacing between repeated retrieval events increased as the retention interval increased. These findings are in line with the results of laboratory studies, demonstrating the relevance and transferability of laboratory-based research to real-world contexts.
A big thank you to my co-authors for their contributions to the study, as well as Carol Leaman and the entire Axonify team for such a great, ongoing collaboration.
We had a great turnout yesterday, and very insightful discussions on how to support SoTL researchers, at our cracker barrel session: “Insights into how to best support scholarship of teaching and learning (SoTL) researchers //Aperçu de la façon de mieux soutenir les chercheurs du SoTL.” If you couldn’t make it to our session, attached is our handout.
In this short (5 min) video, I discuss cognitive phenomena (e.g. distributed practice or spacing, retrieval practice) that can be applied to enhance workplace learning and drive business performance. I had a great time working on this project in collaboration with Axonify.
An expression of my teaching philosophy using lego – a creative exercise completed as part of the York University Teaching Academy Course offered by the Teaching Commons (the teaching and learning centre at York University).