New Leadership in Teaching and Learning Fellows Announced

By May 3, 2018 No Comments

Announcing Our New Leadership in Teaching and Learning Fellows

We are pleased to share the exciting news that we will be welcoming 13 new faculty members into the Leadership in Teaching and Learning Fellowship Program this year. This Fellowship is a reflection and demonstration of leadership, innovative practice, and distinctive commitment to enhancing the improvement of teaching and learning at McMaster University.  

The 2018 Leadership in Teaching and Learning Fellowship recipients:

Ruth Chen (team): “Building a Program of Excellence in Clinical Instruction in the School of Nursing” 

Lydia Kapiriri (team): 
“A Comparative Analysis of the Effectiveness of two different approaches to
 Experiential Education” 


Sharona Greenberg:  “A test Archive and Analysis System for Level 1 Chemistry”

Rosa da Silva (team):  “Horizontal Curriculum Integration within a Biology Program”


Matt Minnick:  “Engineering Physics Constructive Alignment of PBL”


Sheila Harms: “The One Room School House: Implementing a Novel Curriculum within Distributed Campus Postgraduate Psychiatry Education” 

Alim Nagji:  “Creating Simulation Teaching Curriculum in a Community Emergency Department”

Colin McDonald:   “Investigating the impact of Integrated Learning in First-Year Engineering”

Rashid Abu-Ghazalah(team): “Using instructional Videos and a Flipped classroom for Enhancing Student Learning”

Mohamed Bakr: “ Teaching Electromagnetics Using Virtual Reality”

Tom Wanyama: “ Using SEPT Learning Factory to Teach Industry 4.0 Technologies”  

Wolfram Kahl:  “ Studying the Effectiveness of Using CalCheck for teaching Logics and Discrete Mathematics for Computer Science” 

Jake Nease:  “ A Workshop-Based Approach for Life-Long Learning of Numerical Methods”


DisruptED is an online community that welcomes people who seek a deeper understanding of teaching and learning. On this site, we’re building an open-access forum with a cohort of curious teachers and learners looking to engage in challenging, complex, difficult, even disruptive ideas that interrupt how teaching and learning practices are conceived.

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