|
Martha Attridge Bufton
Librarian II, Interdisciplinary Studies Librarian, Research Support Services MacOdrum Library
Martha Attridge Bufton engages in and supports innovative teaching, learning and research practices at Carleton University. In her role as a librarian and information literacy teacher, she actively seeks to understand learning processes and apply this knowledge to on-going initiatives that use high impact practices in both face-to-face and online learning environments. Her work, at Carleton and within the provincial, national and international library communities, also reflects a deep professional commitment to enacting the core library values of access to information and intellectual freedom by responding to the Truth and Reconciliation Commission of Canada (TRC) calls to action in support of building respectful relationships with First Nations, Métis and Inuit peoples—on campus and with Indigenous communities.
|
|
Erika Banski
Librarian IV, Cataloguing, Metadata, and Digitization MacOdrum Library
OCUL Collaborative Futures Project
My work in the Collaborative Futures Project of the Ontario Council of University Libraries (OCUL) focuses on the implementation of a new online Library Services Platform, Alma, by a consortium of 13 university libraries in Ontario, including Carleton University Library. My involvement at Carleton, as a member of the Library’s Implementation Team, is to lead the work of the Cataloguing, Metadata, and Digitization Department in upgrading and standardizing bibliographic, holdings, and item records to achieve metadata inter-operability for the data migration and going live phases. At the provincial level, as a member of the OCUL CF Metadata Management and Standards Subcommittee, I participate in the development of shared policies and procedures for metadata creation and management.
|
|
Robert Collier
Instructor II Computer Science, Faculty of Science
Procedural Generation of Assignments for Computer Science
The procedural assignment generator project began as an effort to combat unauthorized collaboration in the introductory courses of the School of Computer Science. By developing algorithms that can describe specific activities, identification numbers can be used as sources of pseudorandom data for procedural generation. This will ensure that assignments share the same level of difficulty (while minimizing the probability of duplicate questions) and automatic marking programs can be used to ensure the consistency of assessment.
|
|
Erica Fraser
Instructor II History, Faculty of Arts and Social Sciences
Blended and Experiential Learning in First-Year Course Development
My project aims to redesign HIST 1002 (Twentieth Century Europe) in order to better incorporate a.) blended learning and the “flipped” classroom, and b.) experiential learning through research and skills workshops. Redesigning the lecture hours of the course to prioritize blended and experiential learning will allow students to access multimedia components on their own time and spend classroom time with guest workshop facilitators cultivating hands-on research tools that will serve them well in their careers. While these are more common techniques in upper level classes, they can also benefit first-year students. Blended and experiential learning requires careful scaffolding for these students, however, as they are still learning the ropes of time management, self-directed study, and university-level engagement with texts.
|
|
Kim Hellemans
Instructor III Neuroscience, Faculty of Science
An animation on the Epigenetics of Psychiatric Disease
For my teaching development project, I would like to produce a new 5-minute animation on epigenetics. Essentially, this video would demonstrate how environmental events impact genes and genetic vulnerability to psychiatric illness. This video would be a key tool in teaching a fundamental concept in neuroscience, that would benefit students from 1st to 4th year and beyond. Critically, this video would also be available to the public as it would be hosted on the Carleton University YouTube channel.
|
|
Marylynn Steckley
Instructor II Arthur Kroeger College of Public Affairs, Faculty of Public Affairs
Marylynn Steckley teaches in Global and International Studies, and is a critical geographer by training. Her teaching is guided by her intellectual background in the field of political ecology, and her passion to enliven her students to engage meaningfully in confronting global inequality. Marylynn Steckley aims to create engaging classrooms, to be present for her students, and to challenge students to apply what their learnings to the question: how shall I be in this world?
|
|
Nigel Waltho
Instructor III Biology, Faculty of Science
Canadian Scientific Research Diver – a Carleton Project
As a coral reef ecologist who teaches scuba-based research field courses in the Bahamas it's becoming increasingly evident that our Undergraduate and Graduate certified divers are poorly trained to partake in research diving. With the aid of this award Carleton University is moving into position to lead all Ontario universities in producing a new 2½ week Canadian Scientific Diver research field course. This award will help address Federal Laws and the Canadian Association of Underwater Scientists requirements for research dive training.
|