Compas showing cardinal directions.Opportunities and New Directions:
Fostering Deep Approaches to Learning
April 26, 2012
University of Waterloo


President’s colloquium

Bridging the divide: Promoting deep learning by integrating research and teaching

Keynote speakers

Marcy SlapcoffMarcy Slapcoff is an educational developer at McGill University’s Teaching and Learning Services, where she leads a university-wide initiative to promote the links between teaching and research/scholarship. As the integration of research/scholarship into the undergraduate experience becomes a priority at an increasing number of institutions worldwide, Marcy promotes the idea that coursework can be used to help students develop a better understanding of how research and scholarship contribute to knowledge production.

Prior to coming to McGill, Marcy held a similar position at Concordia University and worked as an international human rights educator at Equitas (formerly known as the Canadian Human Rights Foundation). She has also worked as an instructional designer in the government and corporate sectors.

In addition to the Teaching-Research Nexus Project at McGill, Marcy also develops and facilitates course design and teaching workshops for faculty members, and has collaborated with several new programs on the development of program-level goals and integrated courses. An additional area of professional interest is sustainability in higher education.


Brad WuetherickBrad Wuetherick joined the Gwenna Moss Centre for Teaching Effectiveness in January 2010 as the program director for the Centre after working and studying at the University of Alberta  (U of A) for a number of years (including more than four years as the Director of the U of A's Research Makes Sense for Students initiative dedicated to encouraging and supporting undergraduate research).  

Brad's research interests focus primarily on experiential learning and the effective integration of research, teaching and learning, including several projects related to both student and faculty perceptions and experiences of research in the undergraduate learning environment. He has written several articles/book chapters on this area (see the academia.edu profile listed below for more information), and has been an invited plenary, symposium or workshop presenter at conferences and universities across Canada and internationally (Australia, England, Ireland, Scotland, and the United States).

He has also been involved in projects related to the development of graduate attributes (professional/generic skills, such as communication, leadership, research and inquiry, ethics, etc.), threshold concepts in higher education, the scholarship of teaching and learning (SOTL), community service-learning, aboriginal education and multiple ways of knowing, and teaching with technology (in particular computer assisted language learning and e-portfolios). At the U of S, Brad currently co-teaches Transforming Teaching (a course for new faculty), the Instructional Skills for Graduate Students course (a course for graduate students with no prior teaching experience), and is part of the GSR 984 – Critical Thinking and Professional Skills for Graduate Students core team of instructors.  He also serves as the chair of the Saskatchewan Faculty Development Network, and the chair of the Society for Teaching and Learning in Higher Education SOTL Committee (as well as the STLHE Board of Directors Representative for Saskatchewan and Manitoba).

Please visit Brad's academia.edu profile for more information.


Plenary panel

Live teaching showcase

Three University of Waterloo Professors help us to learn a concept from their disciplines as they would teach it to undergraduates

"Igniting our Practice"

Imagine that you could take a class from an inspiring and well-respected teacher. What would you learn? How would it be taught? In this session, three talented University of Waterloo professors draw us into their disciplines and teach us concepts from their own fields. We’ll then take time to think about how we might best translate elements of their practice to our own contexts.


Serge D'Alessio, Shannon Dea, and Gordon Stubley

Serge D'AlessioShannon Dea

Gordon StubleySerge's website

Shannon's website

Gordon's website