Teaching Fellows 2017-2010
Nadine Changfoot, an Associate Professor who has taught in the Political Studies department since 2004, will focus on guiding student creation of critical content for Wikipedia in progressively designed assignments of complexity in courses at the upper year undergraduate and graduate level, in a range of subject areas within critical disability studies. Changfoot notes that her goals for students include the strengthening of targeted writing skills, media and information literacy, critical thinking, research skills, collaboration, and communication skills oriented toward the creation of critically informed content with rigorous research and citation of authoritative sources not only for Wikipedia, but also applicable public domain and open access knowledge sources.
Michael Hickson, an Assistant Professor who has taught at Trent in the Philosophy department since 2013, will focus his work on developing a set of best practices for delivering case-based courses in applied ethics, as well as on developing strategies for incorporating current events from the news into case-based pedagogy. Hickson notes that “there is a civic need for greater media literacy in this age of ‘fake news’ and political apathy.” He is looking forward to the opportunity to implement pedagogical research so as to further strengthen the delivery of courses in applied ethics and enhance the capacity of students for critical engagement with the news.
Carolyn Kay, a Professor who has taught in the History department since 1990, will focus on designing and measuring approaches to teaching the history of genocide, with a particular emphasis on using innovative methods of learning, teaching, and evaluation, while simultaneously working to better understand factors that impact student anxiety in the course of learning difficult subject matter.
Kay, a past recipient of the Symons Award for Excellence in Teaching as well as the Ontario Confederation of University Faculty Associations Teaching Award, notes that her goals include increasing student understanding of genocide, deepening awareness of the human cost and the human experience of oppression in many different contexts, and evaluating different methods of instruction as to their effect upon student learning.