Date: Monday, August 11th, 2025
Time: 2:00-3:00pm (AT) / 1:00-2:00pm (ET) / 10:00-11:00am (PT)
SoTL Speaker Session Description:
Learning through experience promises meaningful, impactful student outcomes, but navigating the path from “experience” to “experiential” can be daunting with varied definitions, critical demands on our time, and new challenges for assessment. In this session, we’ll unpack what EE, EL, WIL and other acronyms mean for our pedagogy and practice. Beginning with a review of current theories and context, we’ll explore reflection as the pedagogical “glue” that binds these ideas together and can help make learning “stick”. The session will include time for discussion and hands-on practice with reflective methods.
SoTL Speaker Bio:
Dr. Lisa Endersby brings over a decade of experience at the intersection of teaching and learning. She has held numerous teaching and learning roles in colleges and universities across Ontario, while also contributing to national and international professional organizations in several volunteer leadership roles. Across all of these experiences is a human-centred approach to teaching and learning alongside an organized, detail-oriented, forward-thinking approach to co-designing online, in person, and hybrid teaching/training sessions. Whether puttering in the garden, picking a book from a large to-be-read pile, playing with her two cats, or reading up on the latest in reflective pedagogies, she brings a curiosity, openness, and genuine joy to unique teaching and learning journeys.
Matthew Dunleavy (he/him) is an educational developer and scholarly teacher with over 9+ years’ experience. He immediately joins our CTEI from York University where he was an Educational Developer with the Teaching Commons; before entering that role, he served as the Program Director of the Online Learning and Technology Consultants (OLTC) Program at the Maple League of Universities (Acadia University; Bishop’s University; Mount Allison University; and St. Francis Xavier University). In 2022, he was awarded the D2L Innovation Award in Teaching and Learning by the Society for Teaching and Learning in Higher Education (STLHE) for this work.
