Reflections on the 2024 Society for Teaching and Learning in Higher Education (STLHE) Conference

The 2024 Society for Teaching and Learning in Higher Education (STLHE) conference, set against the backdrop of the majestic Niagara Falls, was a convergence of minds dedicated to advancing and recognizing teaching excellence in higher education.    It was a gathering that promised innovation and delivered an experience that was as enriching as the misty spray of the falls themselves. The STLHE’s vision to foster teaching excellence and its strategic goals resonated deeply with me. As a CETL Director from UWI, attending alongside my colleagues, I found the conference’s commitment to advancing teaching and learning, providing networking opportunities, and recognizing educational leadership to be particularly inspiring.

The sessions were a mosaic of thought-provoking themes, from effective leadership models, the Use of Open Education resources and pedagogy to the promotion of inclusive teaching practices. The emphasis on Universal Design for Learning (UDL) in HE setting was a revelation, underscoring the importance of creating educational environments accessible to all. Among the many sessions, three stood out for me:

Reimagining Course Design: The University of Toronto’s workshop on integrating UDL and critically reflective practice into course design was transformative. It was not just a session but a journey through a new framework that empowered us to reimagine our courses through the lens of inclusivity and reflection.

OER Impact: The discussions on Open Educational Resources (OERs) were eye-opening with the 3 short oral discussions from this session starting with FLO Fusion - A Comprehensive Approach to Supporting Professional Development with OERs.

Session 1, Helena Prins’ presentation on FLO Fusion highlighted the strategic use of OERs for professional development, while in session 2 the research from Southern Alberta Institute of Technology (SAIT) and the University of Calgary provided valuable insights into the impact of OERs and open pedagogy on student engagement. In session 3, Nobuko Fujita’s presentation from the University of Windsor showcased an analytics dashboard for open textbooks, a tool that promises to revolutionize how educators create and evaluate educational resources.

Faculty Development and UDL: Three presentations were offered with session 1 Exploring the Application of UDL Principles to Faculty Development

Kathleen Clarke and Holly Gibbs from Wilfrid Laurier University initiated a crucial dialogue on creating accessible faculty development opportunities. Their session underscored the need for modelling accessibility in educational development and presented a case study that applied UDL principles to a Community of Practice (CoP) at their institution. The second session, Examining the Impact of New Faculty Orientation Programs in Ontario Colleges: A collaborative study by Mel Young, Catharine Dishke, Shelly Ikert, and Jennifer Ramsdale (from Cambrian, Lambton, and Fleming Colleges) examined the experiences of faculty with new orientation programs. This research illuminated the evolution of orientation practices post-pandemic and their impact on teaching efficacy, offering insights for critical self-reflection and institutional growth.  Final session from this section, Holly Gibbs, Kathleen Clarke from Wilfrid Laurier University, Waterloo, Canada “Working towards a UDL Campus Ecology: Firm Goal, Multiple Paths” the presenters, shared their approach to fostering a UDL campus ecology. Their presentation highlighted the strategic development of relationships across campus to support a sustained institutional approach to UDL, advocating for a shift from ‘accidental’

The keynote address: The keynote address by Sarah Elaine Eaton, PhD was truly inspirational. Reference was made to the Handbook of Academic Integrity (2024) looking forward to promoting this in our institutional setting. My key takeaways from her STLHE2024 keynote include but are not limited to the following:

A.      Call to value equity and Accessibility: Dr. Eaton’s call for equity and accessibility set the tone for the conference. Her emphasis on simple yet impactful practices, such as adding ALT text to images, underscored the importance of inclusivity in education.

B.      Need to focus on a strong comprehensive academic framework and practice that goes beyond the limited view of student conduct. This comprehensive framework should consider:

·Wholistic Instructional Integrity: Advocating for a paradigm shift, Dr. Eaton urged us to view students as partners in the educational journey, not as potential wrongdoers. This approach fosters trust and collaboration, essential ingredients for a thriving academic environment.

·Ethical Instructional Integrity: The call for assessments that are fit for purpose and aligned with quality assurance was a clarion call for educators. Dr. Eaton’s vision for ethical assessments that avoid entrapment strategies like “white texting” resonated with the audience, emphasizing the need to model ethical assessment practices.

·Institutional Ethics: The commitment to institutional ethics was clear. Dr. Eaton highlighted the necessity for policies, processes, and practical guidance that support educators in their assessment practices, ensuring a framework of integrity at all levels.

The conference was more than just a series of sessions; it was a confluence of minds and hearts. Connecting with like-minded educators, sharing experiences, and forging new relationships was the true essence of the STLHE event. The conference also provided the opportunity to feature teaching excellence awards. Colleagues from #TheUWI including two of us from University of the West Indies, St. Augustine Campus got a chance to congratulate Dr. Julia Christensen Hughes as the recipient of the 2024 Christopher Knapper Lifetime Achievement Award.

As I reflect on the conference, I am filled with a sense of purpose and motivation. The knowledge gained and the connections made have equipped me with the tools to influence policy decisions and lead initiatives that enhance teaching and learning in my own university context as a leader of learning. I look forward to #STLHESAPES2025.

I know I could not touch on every detail but if you attended the event, do share with me what session(s) stood out for you. 

I look forward to #STLHESAPES2025