Author: gpotter

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Dana Wessell Lightfoot

Dana Wessell Lightfoot
Department of History

As a scholar and educator whose work focuses on the premodern world, my aim is to show the relationship between the past and the present, to provide alternative ways of thinking about history in order to demonstrate the effect that the past has on our reality today (and that we have on the construction of that past). I want my students to think about the discipline of history in different ways, to emphasize their own voices and concepts, based on the critical analysis of historical evidence.

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Catherine Nolin

Dr. Catherine Nolin
Department of Geography

My teaching and research grow out of my fascination with the connection between place & identity, most especially when those connections are ruptured through violence. Back in 1956, Carl Sauer noted that excursions and field courses are the best apprenticeship: he said that ā€œthe mode of locomotion should be slow ā€¦ often interrupted by leisurely halts to sit on vantage points and stop at question marks.ā€ The questions marks for me are all around on a field school or delegation. They call us to stop, listen, open our eyes/minds/hearts & be witnesses in the communities in which we work. In our witnessing, we often have to be open to ā€˜unlearnā€™ ideas and concepts such as ā€˜developmentā€™ in order to truly be open to see and be transformed. I am guided by the notion that we must ā€˜learn geography through the soles of our feetā€™ and enrich student experiences through experiential learning.

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Ben Bryce

Ben Bryce
Department of History

As a teacher and a scholar, I am interested in various topics in global history. I regularly teach History 191: The World since 1550. Although only in my second year at UNBC, I really enjoy seeing students progress after taking that introductory course. I find that the broad topics covered in 191 have greatly influenced my publications, and it gives me great pleasure when I can add books and articles that I read for lecture preparation to the footnotes of my book and article manuscripts. This spring, I am leading a graduate seminar on the welfare state, and students are helping me push ahead with a new research project. UNBC students have helped me with my research by reading primary documents, compiling a bibliography, and making maps.

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Anne Sommerfeld

Dr. Anne Sommerfeld
Department of Health Sciences

Anne Sommerfeld is a Registered Nurse with a Masterā€™s degree in Community Health Science and is a Senior Lab Instructor at UNBC. She uses learning outcomes as a communication tool between herself and the students and as an evaluation tool. By working towards the learning outcomes together, students learn a lot from each other. Anne counts herself successful as an instructor when her students learn things in class and incorporate them into their own lives, making it personal. By developing course material with specific learning needs in mind, Anne contributes to their ability to apply the information in a practical way.

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Andrew Kitchenham

Dr. Andrew Kitchenham
Department of Education

Andrew Kitchenham uses two different formats of learning outcomes in the Bachelor of Education program: one format supports the teacher regulation branch; the other aligns with Ministry of Education regulations. By articulating learning outcomes in common language at the beginning of each course, students know that the course supports a standard they will be measured by later on.

The key to learning outcomes is understanding the relationship between outcomes and assessment with pedagogy in between the two. At the end of the course, what should the students know? What is the purpose of an outcome to help design curriculum?