Abstract

The use of social power in teaching and learning affects our students’ experiences, our own experiences, and the educational outcomes we design. Communication strategies and the types of conversations we hold (and avoid) in our classrooms shape teacher-student power dynamics and when focused on pro-social forms of power, these conversations can lead to more meaningful learning experiences.

 

Bios

Leslie Frances Reid

Leslie is the Associate Dean, Teaching and Learning for the Faculty of Science and leads a wide range of educational development initiatives in the Faculty. Her scholarly interests include transformative learning experiences, teacher identity in higher education and student engagement.

 

Jalal Kawash

Jalal is currently a Senior Instructor and Assistant Head €“ Teaching and Learning with the Department of Computer Science at the University of Calgary. He conducts research in Computer Science pedagogy, distributed computing, and virtual communities and social networks. He published a textbook, 2 edited books, and more than 55 refereed papers and book chapters.