Stories from Librarian and Faculty Partnerships


By Kristin Bogdan, Librarian, College of Engineering

Sessions related to this topic will be held during the Fall Fortnight:

  • Integrating Digital Information Literacy Into Courses (Wednesday August 31, 2016 from 9 – 11 AM) – Register here
  • Stories From Librarian and Faculty Partnerships (Thursday September 1, 2016 from 1- 2:30 PM) – Register here

Students should be equipped to be life-long learners. Ensuring that students receive information literacy sessions, particularly those integrated within their courses, will foster life-long learning. Information literacy (IL) is “a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ACRL). IL is no longer just about finding peer-reviewed articles in library databases. Teaching students how to critically evaluate sources like Wikipedia, and how to get the most out of using online tools like Google Scholar helps them add important tools to their research toolbox. As scholarly communication channels change, students should be taught how to find articles, books, and data within the library system as well as the other sources that they will have access to regardless of where their careers take them.

Librarians on campus are well equipped to teach information literacy skills and competencies. When faculty and librarians collaborate to offer these sessions they create life-long, information literate students.

How do we offer integrated library sessions?

An example can be seen in the ongoing collaboration between Donna Beneteau, Departmental Assistant in Mining, and Kristin Bogdan, Science and Engineering Librarian. Donna and Kristin collaborated to provide instruction to an engineering design class where students were required to write an engineering feasibility report. These reports are grey literature, which is sometimes indexed in major article databases but is also found in other sources like the websites of government agencies and corporations. In order for Donna’s students to write an appropriate report they needed to first see how those reports looked when they are produced by practicing engineers.

Donna and Kristin did a session on advanced Google searching, where Kristin demonstrated where to look for the reports and Donna talked about the reports themselves. Students were then given time and assistance in finding the reports they needed for their project. These are search skills that will help the students in their professional careers, where they may not have access to library resources.

This is just one example of collaboration between instructors and librarians. The world of information is changing quickly to include sources that do not fit in the classic academic frameworks. Students will benefit from faculty and librarian collaborations as they will be well equipped with tools to find the information they need.

Collaborations between instructors and librarians can lead to rich classroom experiences for everyone involved. In a world where students are bombarded with information from all directions, it is important to teach them how to filter not only based on the legitimacy of the source but also on the relevancy of their work.

ePortfolios and the Curious Case of the End-of-Term Journal


Sessions on this topic will be held during the Fall Fortnight:

  • Mahara ePortfolios (Short & Snappy session) (Monday August 22, 2016 from 11- 11:25 AM) – Register here
  • Mahara ePortfolios (Expansion Pack session)  (Tuesday August 23 from 10:30 – 11:50 PM) – Register here

As an undergrad, I took a senior studio art class in which I had to contribute something, anything, daily (well, at least weekly) to a visual journal we would hand in at the end of term. I did nothing with that journal until a stressful and long two days before it was due. My prof loved the hastily complied and craftily “aged” journal I submitted. I even pressed aged-looking coffee cup rings onto some of the pages. However, I would have gained far more from the course had I taken the time to truly focus, reflect, and learn by using the journal as a tool, than by doing nothing until the end of term.

As a masterful procrastinator, the “end-of-term journal problem” is one I think about often. How can a course in which students must produce a sustained and reflective project be structured to best enable their success?

One solution is to require regular check-ins to ensure progress is made. However, if the project is meant to be private and reflective, weekly in-person checks are drastically inefficient for an instructor, even in smaller classes.

There is another way to check progress and provide feedback: move the project online using an eportfolio. eportfolios allow students to retain their privacy while granting the instructor access to check progress and leave comments about their work. Of course, a student might still fall behind, but I would have landed 13 pages closer to completing my visual journal had I known my prof would be checking my journal regularly, prior to the deadline.

The University of Saskatchewan eportfolio tool is our own version of open sourced Mahara. It provides a tool for students to collect, reflect, and share (if they choose) their work from one or more courses. Unlike Blackboard, a student’s eportfolio remains with them between courses and they are able to customize it based on course or even program requirements. It can store and display videos, photos, documents, and text. The layout can be customized, and it has features for planning tasks and writing reflective journal entries.

In the case of my studio course, for instance, I could have used an eportfolio to post articles I was reading in my Art History classes that were informing the art I made in the studio. I could have tracked and reflected on my progress by uploading photos of each piece in different stages of completion. The possibilities are numerous, and the ability for instructors to check-in quickly on students’ work, online and from anywhere at anytime, builds in a layer of accountability and support. This layer can help instructors track students’ learning at more points in time than only due dates and exams, and help students stay engaged with ongoing projects.

Why Do We Acknowledge Treaty 6 & Metis?


A session on this topic will be held during the Fall Fortnight on Monday August 29, 2016 from 9:30 – 9:55. Register here.
Many of you may have noticed that across the campus that there has been an increase in number of people who are acknowledging “that we are on Treaty 6 Territory and the Homeland of the Métis. We pay our respect to the First Nations and Métis ancestors of this place and reaffirm our relationship with one another”. One year ago the University of Saskatchewan’s academic governing body, the University Council, agreed to use specific language to acknowledge that the University was built on Indigenous peoples’ land. This official acknowledgement was developed for use at important meetings and gatherings on campus.

Since starting in my position I have been asked numerous times why are we doing this? What does it mean?

I have been working with Indigenous communities for a long time and most of the meetings that I have attended start with some type of acknowledgement of the land and place. My understanding of why we do this is that it shows respect for the land and the people who have lived on it. So much of what we, Indigenous people, know about the world and ourselves is based on the places we have lived for forever. Our land is sacred in that it is an important part of who we are and who we have always been. When we acknowledge the land and territory we are in, we are taking a purposeful moment to respect our history, culture, and knowledge that exist because of the land.

But it is more than just about the land that we belong to, it is also about the treaties we signed. The oral stories describing the treaty process provide our account of the agreement to share our land and resources, but not to absolute surrender of the land. We knew the value of our land with intimate detail, so we would never have given it away. Would you? However, the treaties were negotiated and signed in legal English and reinforced afterwards to support Canadian prerogatives rather than the spirit of the agreement or the Indigenous position. So despite agreeing to share the land with the new settlers in return for ongoing support, an unscrupulous and systemic process of governance ensured that Indigenous people never received what was promised for the land. Therefore, the prosperity and economic stability that Canada benefits from based on the gift, or sacrifice, of Indigenous people. So acknowledging the traditional territory that we are on also recognizes and honours this gift.

Lastly, I would like to thank the Truth and Reconciliation Commission for bringing a national spotlight to the cultural genocide experienced by Indigenous people. In better understanding these experiences I have added another layer of understanding to my acknowledgements. Acknowledging the place that I am meeting is also a way of participating in reconciliation; publicly declaring the importance of remembering that as long as the sun has shined, the grass grown, and the rivers flowed, the place we are meeting has a sacred connection to Indigenous people. For many, this acknowledgement will be a starting point for a united show support and willingness to help build a health and productive future for Indigenous and non-Indigenous people in Canada.

3 Ideas for Promoting Academic Honesty


With Elana Geller (Student Learning Services at the University Library) & Heather M. Ross (GMCTE)

A session on this topic will be held during the Fall Fortnight on Wednesday August 24, 2016. Register here.

Beauty of Reading
#1 Student skill development (Libraries)

Most students will make the right choices given enough knowledge. In order to support students attaining this knowledge the University Library maintains a number of resources including a citation guide, which can be accessed at Students can also ask questions about citations at the Research Help Desk and Writing Centre, either in person or online. The Library is also looking into the creation of a tool that would have more breadth and would organize academic integrity information in an easy to use format. This tool would go beyond citation styles, to include information on collaboration, possibly specific field or discipline content, and policies. This endeavour will be one of collaboration. If you have any advice about what you would like to see in such a tool please contact Elana Geller at

#2 Technologies to detect potential plagiarism (GMCTE)

Both students and instructors have an interest in preventing and detecting potential plagiarism. For instructors, cutting and pasting questionable passages can assist in detecting materials that may have been taken from websites, journals, and other resources found online. In addition, SafeAssign is a copied text detection tool available within Blackboard. While this can be used for comparing student work to other works found online for the purpose of identifying potential plagiarism, it has great power as a teaching tool. If faculty set SafeAssign so that student can submit and then make changes based on the report, students can learn from their errors.  For more information about these issues, how to use SafeAssign following U of S guidelines, and how to use SafeAssign and Google for plagiarism detection and as learning tools, please contact Heather Ross at

#3 Assessment design (GMCTE)

When students regard what they are being asked to produce to represent relevant, valuable learning and when they believe they know what is expected and that they reasonably have the ability to do what is expected, they are more likely to invest the effort and submit authentic work for grading. With variation in disciplines for what makes an assessment appropriate and valid, not one piece of advice fits all. If you’d like to talk through some ideas for “cheat-proofing” assessments, please contact Susan Bens at

Picture courtesy of Luke Hayter and carries a CC-BY-NC license.


Gearing Up With Fall Fortnight 2016


Fall Fortnight Postcard - Front“Happy New Year!!” That is how I think of September and the new school year. This often coincides with a strong pull to stationary stores, tidying my office, organizing my supplies, reading new books, and pulling out sweaters and warm socks.

Gearing up for the Fall Term is exciting. There’s often anticipation, hope, renewed energy for trying new things and looking forward to tweaking things I tried last year. I think about taking a class. There are new “school” clothes, crisp mornings, and longer shadows when I head for home. All of that is bundled together as the new term starts. I think about the new faculty, staff, and students joining the community of University of Saskatchewan in the most beautiful city in Saskatoon. And meeting new people and renewing connections with colleagues after the summer is fun.

The Fall Fortnight 2016 tugs on all these feelings of fresh starts, new ideas, learning that leads to change, connecting and reconnecting into the campus community, and gearing up for the 2016-2017 teaching and learning adventure. With over twenty sessions on a wide variety of topics in a variety of formats you will no doubt find something that intrigues you or answers a question you might have. There are Just-for-YOU sessions for new faculty, grad students, and post-docs in addition to all the other sessions on offer. New this year are sessions on the ADKAR change model and strengths-based approaches to setting up groups for success. For more highlights and a description of the sessions types take a look at this short video:

And it’s easy to register too. Check out

If you don’t see what you are looking for, drop us a line and let us know what you would like to see on the schedule next time around. And you can also request a tailored session—we work with you to design a session on the topic of your choice specific to your unit’s needs.

Looking forward to seeing at you at the Fall Fortnight (or in the Bowl or at a stationary store).

Fortnight Postcard - Back

A Short Reflection of a Graduate Student Fellow


By Ayodele Olagunju, Doctoral Candidate, School of Environment and Sustainability

Ayodele OlagunjuMy time working on a graduate fellowship at the Gwenna Moss Centre for Teaching Effectiveness highlights a most significant period in my graduate program. As a doctoral candidate with a deep longing to be part of a vibrant academic community, I did have a clue of my job description, which was to support some GSR classes, among others, and I was confident it was going to be a two-way opportunity both to equip and to be equipped in the areas of effective teaching. The only fear I had then was that despite a fair amount of exposure to teaching at the university level, teaching about teaching was not a familiar terrain for me. But sometimes in life, to discover what you are good at, you need to get the opportunity to try, sometimes to fail, at other times to surprise yourself, and eventually to succeed.

During my time at the Centre, I had opportunities working with great colleagues—faculty, staff, and students. I explored, engaged, learned, and evolved. In the process, I became much more aware of myself as an instructor through reflective practices and interaction with colleagues. Over time, it became increasingly clear that what stimulated my interest in the fellowship originally was my desire to always be the best I could through openness to learning and willingness to take intelligent risks as an instructor. From my experience teaching as a sessional in the department of geography and planning at the university, I had known at least from student feedback that my teaching strengths include my ability to experiment with different learning activities in order to cater to diverse a student audience, to facilitate an interactive and safe learning environment where students can have poly-logic conversations, and to provide constructive feedback during the learning process. However, it wasn’t until this fellowship that I was able to put these qualities into perspective, as I had to shift my role from learning about teaching to contributing to teaching about teaching. With this opportunity, I developed the confidence to share my stories—successes and failures—with graduate students and colleagues who enrolled in the courses I was part of.

Pondering on my experience at the Centre, there are two key take-aways for me as an instructor. Firstly, my experience reinforces my long-held belief about teaching, particularly that a teacher is a leader—a builder of dreams, a model, a motivator, and a mentor. The teaching team I worked with exemplified these characteristics in the way the classes were facilitated and from the various formative feedbacks obtained from students in the process. Secondly, and more importantly, is that an effective teacher is a life-long learner. Like we say in sustainability parlance, sustainability effectiveness is a journey, not a destination. So also is teaching! It is a journey of learning, of giving and receiving, of reflection, of discovery, and of accomplishment! The experience has been a real challenge as I have entered an unfamiliar territory, but an essentially transformative one. The fellowship has not only enabled me to advance my teaching skills, it has also helped me to re-evaluate my approach to teaching and learning, to observe model teachers, and more importantly, to be inspired to take risk by stepping out of my comfort zone, both at the Centre and in other classes I teach on campus.

And if, in this process, my contributions have enabled graduate teachers enrolled in our classes to become more confident, more aware of their actions and beliefs as teachers, and more effective and engaging teachers, there is no greater sense of fulfillment better than this for anyone with such opportunity. My experience is that what I have learned through this fellowship is both reassuring and transformative, and offers a springboard to future teaching successes. The course on the Philosophy and Practice of University Teaching is definitely one that cannot easily go away; I have learned about teaching and learning in a more practical sense as a member of the teaching team. Many of the questions I had before taking up the fellowship have now been dealt with, and it’s time to move on with those valuable insights with the hope that I can inspire others with them.

I am thankful for the great relationships I have built with students and colleagues across the campus, who repeatedly motivated me through their comments, feedback, and inspiring personal stories about teaching and learning. Thanks to the great team at the Gwenna Moss Center for Teaching Effectiveness, and to Dr. Kim West in particular, for being my guide on the journey, and for the opportunity to contribute my perspectives to the team. Life is a continuum; the end of one phase is the beginning of another. While the interval between the two offers opportunities to explore, to discover, to be challenged, and to adapt, endings are an opportunity to assess, to reflect, and to be motivated for the future ahead. And whatever direction the journey of life takes me; the Center will always be part of me.

Open Now: The USask Open Textbook Authoring Guide


By Jordan Epp, Instructional Designer, Distance Education Unit (DEU)

The adoption and adaptation of open textbooks at the U of S has been an organic process up until this past year, with faculty and departments independently making use of open textbooks and resources to fulfill their own course needs. In 2015 the U of S announced the Open Textbook Creation/Adaptation Fund managed by the GMCTE. At that time the Distance Education Unit’s (DEU) Instructional Design (ID) Team was tapped on the shoulder to officially support these funded activities as well as the growing number of grassroots developments taking place on campus. The DEU’s busy ID team helps design, develop and maintain literally hundreds of online and distance delivered courses for a variety of colleges, departments, units, and centres across campus under the leadership of director Cheri Spooner.

With the Open Textbook Creation/Adaptation Fund’s call for proposals closing, DEU worked with a tight timeline to ensure everything would be ready to support these upcoming initiatives. Preparations for these new open textbook projects included the installation of a new online open textbook publishing platform, Pressbooks (, and the adaptation of the BCcampus Open Textbook Authoring Guide for use at the University of Saskatchewan. The USask Open Textbook Authoring Guide piloted the Pressbooks platform to transform the BCcampus guide to focus on the needs of faculty and staff here at the U of S. Contents of the guide include information on;USask Open Textbook Authroing Guide

  • Adopting an open textbook
  • Adapting an existing open textbook
  • Creating a new open textbook
  • Pressbooks – Online Publishing Platform
  • Writing tools
  • Guidelines for Text Editors
  • Copyright and licensing information
  • Accessibility Toolkit and resources
  • And a Learning More section of Supplementary resources.

This book is a practical guide to adapting or creating open textbooks using the Pressbooks online publishing platform. It is continually evolving as new information, practices and processes are developed. The primary audience for this book is faculty and post-secondary instructors who are developing, adapting or adopting open textbooks at the University of Saskatchewan. However, there may be content within this book that is useful to others working on similar Open Educational Resource initiatives. This guide is openly available for download as a PDF and EPUB or is viewable online in its entirety at

The DEU is looking forward to supporting the upcoming U of S open textbook initiatives as well as continuing to support Online and Distance Education developments across the University of Saskatchewan.

Using Reflective Practice to Become the Teacher You Want to Be


With Wenona Partridge, GMCTE

Richard Feynman was a great physicist and exceptional teacher, and generally cool person. He had a vision for how he wanted to teach and kept moving towards that vision. For a glimpse of Feynman, see the video at the end of this post (or read more and see the video), and think about the kind of teacher Feynman chose to be.

So what is your vision for your teaching? What are your goals? What do you want your feedback from students to say? What stories would you like students to share about your class?

One of the ways to move toward your vision is by using a practice of reflection and action. Reflection with action can move you closer to your teaching goals, and generate energy to move you forward and enact change. This is a process of constant learning. For more on the WHY of reflective practice, take a look at this summary of the work of Donald Schön and Chris Argyris.

The process of constant learning through reflection begins with two questions:

(1) What is the current state? What am I am doing and how is that working?

(2) What could I DO to take me closer to the vision I have for myself as a teacher?

If you choose to actively reflect on your teaching practice, you can also choose to do so in a more or less structured way. This process needn’t be thought of as being done in a right or a wrong way, but there are different ways in which you can reflect. One thing to consider is that, in reflecting on your teaching, you are reflecting on who you are as a whole person, in all of your professional and personal capacities since the beliefs you hold about teaching and learning are not formed through or reinforced by only your professional experience. In other words, “[c]onsciously we teach what we know, unconsciously we teach who we are” (Hamacheck, 1999, p. 209). One guide we recommend to structure the process of reflecting on your teaching and learning can be found here:

Now that you have reflected on your teaching practice, it is time to ACT! If you are looking for new ideas or want to brainstorm, get in touch!

Open Education Week Coming to USask


Open Education Week LogoDuring the week of March 7 the University of Saskatchewan will be offering several sessions related to open textbooks and other open educational resources (OER), along with a session on the Tri-Agency open access publishing requirements as part of International Open Education Week.

“Open Education Week is a global event that seeks to raise awareness of free and open sharing in education and the benefits they bring to teachers and learners. Coordinated by the Open Education Consortium, the event showcases projects, resources, and ideas from around the world that demonstrate open education in practice. The open education movement seeks to reduce barriers, increase access and drive improvements in education through open sharing and digital formats.  Open education includes free and open access to platforms, tools and resources in education, including learning materials, course materials, videos, assessment tools, research, study groups, and textbooks, all available for free use and modification under an open license.” (Open Education Week website)

The integration of open textbooks has grown considerably in the past couple of years at the U of S, with at least seven open textbooks now being used in courses, effecting more than 900 students. Sessions related to this will include one providing introductory information, another on what supports (financial, pedagogical, and technical) exist at the U of S for those interested integrating open textbooks or other OER, and one on the role librarians, instructional designers, and others on campus who support those interested in using, adapting, or creating open materials.

A session will be offered aimed at students on how to find and use open resources, as well as opening up their own work. Faculty may also find this a useful session to hear about ideas for creating “non-disposable” assignments.

A session will also be offered on the Tri-Agency policy that now requires those receiving funding from any of those three agencies – SSHRC, NSERC, and CIHR – to publish a version of their articles in either open access journals or institutional repositories.

Registration is now open for all of these sessions. You can find a complete schedule and register through the Open Education Week page on the Open USask website.

Historical Biases in Understanding Culture – A Barrier to Indigenization?


Western society has made significant advances in empirically derived truth and scientific inquiry (e.g., anthropology, psychology, linguistics, etc.) since the Age of Enlightenment (e.g., Descartes, Diderot, Montesquieu, Turgot, Vico, Voltaire, etc.). The impact and importance of this epistemological approach to the world and its mass adoption by Western societies can be perceived in many elements of European civilization and culture (Boon, 1972; Goodenough, 1961; Keesing, 1974; Triandis, 1994).

The rise of Europe’s epistemological renaissance occurred during the era of colonial expansion. At the time that Europe was pressing itself onto numerous societies around the world, dominating the global stage, many Western thinkers were using this colonial perspective as the backdrop for their formation of a scientific approach to culture. From their perspective, culture comprised of a society’s knowledge, values, beliefs, arts, technologies, morals, laws, customs, practices and habits (Boon, 1972; Goodenough, 1961; Hofstede, 1984, 2001; Keesing, 1974; Triandis, 1994). While this is a reasonable interpretation, it contained, unfortunately, the value of innovation and technological advancement (see Tylor, 1871; Harris, 1971; Stocking, 1966). This innovation approach to knowledge and culture is a European value rather than a core component of culture. The problem with this misattribution is that it is self-serving; it allows for the imposition of continuum-based view of a society’s culture based on their technological sophistication and advancement. For Europeans, this provided them with the appearance of an unbiased way of judging societies as more or less civilized (or savage). Furthermore, this social evolutionist perspective of culture (Harris, 1971; Long & Chakov, 2009) allowed colonial societies to believe, naively or not, that less civilized societies would eventually evolve toward the same position as Europe, especially if they were given the ‘right’ support and guidance (Boas, 1904).

Fortunately, more modern social scientific thought posits “that cultures be understood in their own right, not as a rung in a hierarchical ladder of evolution, […] but simply as a qualitatively varied entity” (citing Boas; Hogan & Sussner, 2001, p. 22). Despite this more equitable and relativistic approach to culture in social scientific disciplines, it is very difficult for the typical citizen to not use what they know and value as a filter for examining other cultures and ways of knowing. Without the appropriate training and critical reflection, anyone can be forgiven for not recognizing this misattribution bias. From this perspective, I sometimes wonder if remnants of Tylor’s 1871 perspective of culture still exist in our society? How pervasive is the use of one’s own values, beliefs and institutions in trying to understand, and judge, other cultures? Can we find ways to move past these types of biases to build a pluralistic cultured environment at the University of Saskatchewan?

As always, I would appreciate hearing from you about your thoughts, concerns, or suggestions on this blog post. Please contact me to talk (

If you would like information about the GMCTE including about the programs and supports we offer, please contact us at

Boas, F. (1904). The history of anthropology. Science, 20, 513-524.
Boon, J. A. (1972). From Symbolism to Structuralism: Levi-Strauss in Literary Tradition. New York, NY: Harper and Row.
Goodenough, W. H. (1961). Comment on cultural evolution. Daedalus, 90, 521-528.
Harris, M. (1971).  The rise of anthropological theory: A history of theories of culture. New York, NY: Thomas Y. Crowell Company, Inc.
Hofstede, G. (1984). Culture’s consequences: Differences in work-related values. Beverly Hills, CA: Sage Publications Inc.
Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviours, institutions and organizations across nations, 2nd Ed. Thousand Oaks, CA: Sage Publications Inc.
Hogan, J. D. & Sussner, B. D. (2001). Cross-cultural psychology in historical perspective. In L. L. Adler & U. P. Gielen (Eds.). Cross-cultural topics in psychology. Westport, CT: Praeger Publishers.
Keesing, R. M. (1974). Theories of culture. Annual Review of Anthropology, 3, 73-97.
Long, H., & Chakov, K. (2009). Social Evolutionism. Retrieved on April 30, 2010, from:
Stocking, G. W. (1966). Franz Boas and the culture concept in historical perspective. American Anthropologist, 68, 867-882.
Triandis HC. 1994. Culture and Social Behaviour. New York: McGraw-Hill
Tylor, E. B. (1871). Primitive Culture. New York, NY: Brentano’s.