London Ontario STLHE 2016 logo

Society for Teaching and Learning in Higher Education

Empowering Learners, Effecting Change

21st - 24th June 2016 London Ontario

Welcome to STLHE 2016

  News & Announcements  

A big thank you to everyone who made STLHE 2016 a great success! We hope you had as much fun as we did and that you were inspired to empower learners and effect change in new and exciting ways. Check out STLHE 2016 on Storify for a look back at the conference. See you in Halifax for STLHE 2017!

Thank you to our 2016 STLHE Conference Gold Sponsors

Nelson Education

Turning Technologies
University Affairs

Presenters Podium

The 2016 Society for Teaching and Learning in Higher Education (STLHE) conference theme is Empowering Learners, Effecting Change. The graduates who are best equipped to succeed in this rapidly changing world have the ability to adapt and apply their skills to new and unpredictable contexts, see opportunity where others perceive risk, and persist in the face of challenges. STLHE 2016 explores the ways in which we contribute to the development of students who are motivated, confident, and prepared to effect positive change in personal, professional, educational, and civic realms.

London's two main institutions of higher education, Western University and Fanshawe College, are proud to collaboratively host STLHE 2016.

Western University UC Tower

Considered one of Canada's most beautiful universities, Western's main campus spans 400 acres, boasting a mix of Gothic-style buildings and modern, LEED-certified structures.

At Western, 37,000 students from more than 100 countries share in classroom experiences that broaden personal perspectives, preparing them to study, engage with and eventually lead in the global community.

Fanshawe College Building

With 17,000 full-time students, and 26,000 part-time students, Fanshawe College is one of Ontario's largest colleges. Fanshawe's mission is to provide pathways to success, an exceptional learning experience, and a global outlook to meet student and employer needs. With several campuses across Southwestern Ontario, Fanshawe College provides a contemporary educational experience with state-of-the-art classrooms and practical learning laboratories.

STLHE 2016 participants will be able to experience the unique qualities of both partner institutions, as Fanshawe and Western are hosting different elements of the STLHE programme. Pre-conference workshops and associated meetings will be held at Fanshawe College's main campus, while the remainder of the conference will take place at Western.


Dr. David Helfand

Dr. David Helfand

Past President and Vice-Chancellor of Quest
University, British Columbia, Canada.

Dr. Helfand is a scholar of Astronomy, the Past President of the American Astronomical Society and has promoted a model of progressive education at Columbia University and Quest University.

QUESTions Instead of Answers: A Process-based Curriculum for the Twenty-first Century Prof. David J. Helfand, Columbia University & former president, Quest University Canada

The design of Quest University Canada began with a blank sheet of paper and a question: How do we create the most effective and engaging education for students who will graduate into a rapidly changing, globalized world? Our answer was to center education around the formulation of good questions and the processes by which one attempts to address them, rather than focusing instruction on the delivery of information. This leads naturally to having tutors who teach, rather than professors who profess, and to seminar rooms rather than lecture halls. It leads to dissolving disciplinary boundaries so good questions can easily cross them in a student-centered, project-based curriculum of exploration, rather than a fact-based transfer of information and its subsequent regurgitation. It leads to a collaborative rather than a competitive learning environment. And it produces students with highly developed skills in written and oral communication who are instinctively collaborative, inherently trans-disciplinary in their approach to problems, and engaged in their local and global communities.*

*adapted from my article in Council on Undergraduate Research Quarterly, 2016, Vol. 36. N. 2, pp28-34.

Dr. Leslie Ortquist-Ahrens

Dr. Leslie Ortquist-Ahrens

Director of the Centre for Transformative
Learning at Berea College.

Dr. Ortquist-Ahrens is a scholar of Teaching and Learning, and Comparative Literature and the President (2014-2015) of the Professional and Organizational Development Network in Higher Education (POD).

Empowering Students as Partners in Teaching and Learning

What happens when we invite students into genuine dialogue and collaboration about teaching and learning by design? When students share power and responsibility with faculty and staff for the shape of their education? While students' opportunities to make choices in the classroom, to affect the course of their educational experiences through providing feedback, and even to engage in teaching other students are not new, there is currently a groundswell of exploration internationally in "students as partners in teaching and learning" (Pauli, Raymond-Barker, & Worrell, 2016; Cook-Sather, Bovill, & Felten, 2014; Healy, Fling, & Harrington, 2014; Werder & Otis, 2010). Practitioners and scholars have documented a wide array of practices, from small scale classroom interventions to course or curriculum redesign, that involve significant partnerships with students and yield benefits for faculty, staff, and students.

London Ontario

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