University School Week Annual Report – 2016
Asra Khan and Vani Khurana, Assistant Program Coordinators
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Table of Contents
Introduction Campus Calgary/Open Minds…………….2 Faculties of Science & Engineering University School Week…………………..3 Let’s Talk Science………………...17 Journaling………………………………….4 Rothney Observatory…………….18 A Snapshot of USW 2016…………………5 Zoology…………………………...19 Solar Car………………………….20 Sessions Solar House………………………21 Living on Campus…………………………6 Inter-faculty Exploration Faculty of Arts Taylor Family Digital Library…...22 At the Theatre……………………...7 Art & Stories on Campus………...26 Chinese Characters………………..8 Discovering Spaces on Campus….28 Italian Language & Culture……….9 Linguistics & Phonetics……...…...10 Graduating from USW Faculty of Business Convocation………………………………30 Teamwork & Leadership…………11 I Will Lift Up Mine Eyes………………...31 Faculty of Environmental Design Architecture & Design…………...12 Final Thoughts Faculty of Kinesiology What Teachers Say About USW………...32 Indoor & Outdoor Gym……….....13 Hats Off to Everyone Involved………….34 Touring Kinesiology……………...14 Outcomes & Benefits……………………..36 “We Are All Dinos!”...……………16
1 Campus Calgary/Open Minds
Campus Calgary/Open Minds is a program aimed at the facilitation of authentic and meaningful learning experiences situated beyond the four walls of a classroom. This unique program, which involves a variety of community partners, directly complements Alberta Education's current aim of creating twenty-first century learning opportunities for students.
At the core of the Campus Calgary/Open Minds program is the belief that learning situated within the community is paramount to the creation of powerful education. Teachers who are successful in their application to this program relocate their students and learning experiences to a participating site for an entire school week. Within these community locations, expert individuals share their knowledge and passions with students while transforming curricular learning outcomes into enjoyable, experiential opportunities beyond the realm of the classroom. Abundant authentic resources and artifacts within community locations also serve as excellent means of learning for students and teachers alike.
The utility and possibilities of this program span well beyond students’ weeklong site visits; the learning experiences gained at a site are significant in shaping classroom learning indefinitely. The enthusiasm and renewed sense of purpose felt by students in this program illuminate their potential to pursue personal ambitions, achieved foremost through education. Campus Calgary/Open Minds honours the curiosities of children and recognizes the importance of qualities such as problem solving, critical thinking, innovation, and collaboration. As relationships with community partners flourish and continue to expand, Campus Calgary/Open Minds stands as a symbol of success and progressive thinking, shaping the future of education.
2 University School Week
Within the Campus Calgary/Open Minds program, the University of Calgary is a proud community partner that annually welcomes students and educators to participate in University School Week (USW). This site offers students an incredible breadth and depth of learning experiences that encourage them to consider their own potential and discover the possibilities that lie in their futures. With collaboration from University faculty members and staff, USW provides students with experiential and meaningful opportunities to develop into deep thinkers and critical learners within their communities.
University School Week 2016 would not have been possible without the individuals and groups who shared their passion and knowledge with students. Over forty experts participated in USW this year, including: - Professors - Librarians - Undergraduate and graduate students - Technicians - Student clubs and organizations - Dinos athletes, and more These experts were from all over campus, and from various faculties including: - Faculty of Arts - Faculty of Science - Faculty of Environmental Design - Haskayne School of Business - Faculty of Kinesiology - Schulich School of Engineering
The involvement of these individuals, in addition to the dedication and commitment demonstrated by participating teachers and volunteers, contributed to the creation of many lasting memories and powerful, educational experiences for over 180 young Calgarians.
3 Journaling
Journaling is critical to the learning experiences that occur throughout the University School Week program. In order to maximize the value of their week, students carefully observe, reflect, sketch, write, and express their experiences prior to, during, and beyond their week at University School.
While the way in which journaling is executed can vary by educator and student, this personal, expressive medium intermixing text and other visuals is salient to student learning. Journaling is one way in which time is slowed while at the University to more holistically make sense of the space and potential within such a stimulating environment. It enables students to use their imaginations, connect new information with prior knowledge and experiences, become richly engaged in the subject matter, and record memories. Concurrently, the use of journals provides educators and program coordinators with an enhanced sense of students' perspectives and personal growth.
4 A Snapshot of USW 2016
Date Big Idea/Inquiry Question School Grade Students
May 2-6, 2016 Where does knowledge come from? H.D. Cartwright School 7 63
May 9-13, 2016 Change Highwood School 3 41
May 16-19 & 24, 2016 Change Highwood School 3 42
June 6-10, 2016 Community Altadore School 1 35
“The University School Week program is one of the finest of its kind I have encountered. Minds and hearts are stimulated and, at the end of the day, these bright young people leave the campus with ideas flowing and an eagerness to do more.” - Dr. Ed Nowicki, Associate Director, Centre for Environmental Engineering, Research and Education
5 Living on Campus
Several groups of students were fortunate to receive a tour of the University of Calgary residences from TJ Fedyk, Supervisor of Student Housing Services, and Kirsten MacInnis, Housing Services Coordinator. Students had the opportunity to view a typical first-year common room, kitchen, and dorm room. Visiting Residence was valuable for students in illuminating the true University experience and how it differs from their school experiences. Additionally, students were able to develop a new perspective on the University, coming to see its vastness and the opportunities that it offers beyond academics. While in the common room, students imagined the possibility of one day living where they went to school. They reflected on this possibility by sketching and describing their “dream dorm rooms.”
“I learned that living in residence is REALLY expensive… But totally worth it!!! I hope I can live here one day.” – Grade 7 Student
6 At the Theatre
Some classes had the unique opportunity of touring fine arts spaces with Michelle McKey, Bookings and Subscription Administrator with University Theatre Services. Students visited the Eckhardt-Grammatté Hall and the University Theatre, experiencing these spaces both as both audience members and performers. A highlight for many, students were able to share their talents with their classmates by singing, acting, and dancing. The tour also included a behind-the-scenes peek at several other areas of the buildings; for instance, students visited the set-design construction area and spoke with Scott Freeman, Scenic Carpenter, regarding the sets used in each show. They also spent time in the dressing rooms, green room, and various rehearsal spaces. Through this tour, students gained an understanding of the performing arts, both onstage and backstage, and learned of both the potential and the value in pursuing a career in the fine arts, which sparked much interest and coincided with many students’ passions.
7 Chinese Characters
Coming from a Mandarin Bilingual Program, one group of grade three students from Highwood School had the unique opportunity of attending a session with Dr. Lloyd Sciban, a Sessional Instructor with the Department of Linguistics, Language and Culture. The students explored the history and evolution of Chinese characters. From the lens of the school’s theme, “Change,” the class actively participated in recognizing how Chinese characters had changed over the years. Students examined, inquired, and shared in both English and Mandarin. At the end of the session, students’ Chinese names were drawn out of a hat for a Chinese book, which filled the room with excitement. Through this lecture, these grade three students were able to experience the atmosphere of a university course, and were truly fortunate to work with a University of Calgary professor. This experience left the students, teachers, and volunteers with an enhanced sense of admiration for the Chinese language.
8 Italian Language and Culture
Grade seven students had the amazing opportunity to study Italian culture and language with Maria Oss-Cech, an instructor with the Department of Continuing Education. Students learned from Maria, who had lived in Italy for much of her life, about famous Italians such as Leonardo da Vinci, and about Italian festivals such as the Carnival of Venice. Students also engaged in an exploration of the Italian language, among other languages from around the world, considering the question, “Where does language come from?” Following this exploration, students utilized paint, feathers, ribbons, and jewels to design their own intricate Venetian masks, which they took home as tokens of their learning.
“I liked decorating the masks best because we got to create them however we wanted to. It
was something I’ve never done before. And now I have my very own Venetian mask!” - Grade 7 Student
9 Linguistics and Phonetics
One group of grade three students from the Mandarin Bilingual Program at Highwood School had a Linguistics session to further enhance their interest in languages. Students met with Dr. Steve Winters, Assistant Professor with the Department of Linguistics, Languages, and Cultures, to examine the phonetic component of languages. In a soundproof room, students recorded their voices and experimented with their manipulation. Here, students studied the importance of the speech sounds that make up words, and explored the creation of speech sounds through the vibration of their vocal cords. Students also studied the Blackfoot language with Joey Windsor, a graduate student at the University. They learned about speech sounds in the Blackfoot language, and how these differ from sounds in other languages. Grade three students walked out of the session with a deeper understanding of languages, and a stronger ambition for further exploration.
10 Teamwork and Leadership
The Haskayne School of Business, with its focus on teamwork and group dynamics, facilitated a session for grade three students based on these particular ideas. With the careful and creative planning of Robin Metcalfe (Teaching & Learning Coordinator), the excellent leadership of Dr. Scott Radford (Associate Dean, Teaching & Learning), and the assistance of several other members from the Office of Teaching & Learning, students engaged in exciting activities and completed various challenges that required them to work together. Students were separated into four teams by color of tarp cloths. With the support of their respective leaders, they performed various tasks in these teams using the cloths. Through the activities and the discussions that followed, students gained an understanding of various challenges in, and strategies for, teamwork and leadership. Here, “Change” was explored in leadership, flexibility, and adaptation.
“I learned a lot about teamwork with the business people! Teamwork is hard.” - Grade 3 Student
11 Architecture and Design
Grade one students were fortunate to visit the Faculty of Environmental Design. With the coordination of Tracy Beauregard (Manager Faculty Operations, Administration and Facilities) and the expertise of students David Longpre and Hayden Pattullo, USW participants learned about the incredible and innovative architectural work conducted by the faculty. Specifically, students studied planning and design processes, drew connections to their curricular exploration of “building things,” and considered connections to how architects and engineers work as a community. Students viewed blueprints, designs, and scaled models of inventive buildings, and observed many other exciting projects created by students of the faculty. They even had the exciting opportunity to meet Dean Nancy Pollock-Ellwand, who spoke of the prevalence of design in our world. The grade one students left with an enhanced ability to recognize design around them and the inspiration to be creators and designers themselves!
12 Indoor and Outdoor Gym
Each group had the opportunity to participate in Physical Education activities while at the University. Students played soccer, dodgeball, basketball, and several other games such as Revenge Tag, Octopus, Pirate Ship, and Pruie. They spent time in various facilities including: the Jack Simpson Gymnasium, the Red Gymnasium, the Auxiliary Gymnasium, the Dance Studio, and the Outdoor Gym. Due to the unfortunate wildfires in Fort McMurray, several facilities in Kinesiology were being used to host evacuees; therefore, some of these locations were unplanned and improvised. For example, one gym class was held in a dance studio, so we taught an impromptu dance routine to a grade three group. Other students were offered the Jack Simpson Gymnasium, so they had the opportunity to play games in the same gym as University-level athletes! These gym classes instilled the significance of practicing an active and healthy lifestyle. Also with these improvised opportunities came a deeper understanding and appreciation of the University of Calgary community coming together to help citizens of Fort McMurray.
13 Touring Kinesiology
Several groups of students received tours of the Faculty of Kinesiology by Active Living Staff, including Pamela Cox (Manager, Health and Wellness), Evan Smibert (Mini University Program Coordinator), and Shawna Trudel (Membership Services Coordinator). Students visited the Fitness Centre, the Bouldering Wall, the Outdoor Centre, the Aquatic Centre, the Jack Simpson Gymnasium, and several other facilities at the University. The tour illustrated for students the vast array of possibilities for living an active lifestyle at the University of Calgary, including opportunities that are available to them as members of the public. Many promised to return with their family and friends!
14 A consistent highlight of the Active Living tour for students, volunteers, and teachers was the opportunity to see the legacy of the 1988 Winter Olympics that remains at the University to this day. Students were in awe of the Spire, a famous landmark of the University and an art piece created for the Olympics; they reflected upon its depictions of the five stages of movement: crawling, walking, running, jumping, and flying. Students also spent time reflecting inside the Olympic Oval. One favourite journaling activity here was, “I see, I think, I wonder,” which allowed the students to imagine and marvel at the grandeur of the building during the famous Olympic events hosted within it. The tour of the Active Living facilities at the University was an awe-inspiring and exciting highlight for all who participated in it.
“I see…flags, world records, and a huge oval with no ice! I think…it must have been really cool to be in the Olympic Oval during the actual Olympics. I wonder…how they take off the ice, and how they put it back on.” – Grade 7 Student
15 “We Are All Dinos!”
Two groups of grade three students had the thrill of meeting, learning from, and engaging with Freddie Aziz, a varsity wrestler with the University of Calgary Dinos. From Freddie, students learned techniques and tools that are important in the sport of wrestling, such as balance, flexibility, and safety. Students warmed up with “animal walks,” and then played several games that involved pushing, pulling, and balancing the two.
The following week, two groups of grade one students were beyond excited to meet three members of the University of Calgary football team: Brad Friesen, William Maxwell, and Denzel Radford. The three Dinos engaged the students in various football drills and games, related the big idea of “Community” to their team, and gave their autographs to the awestruck students!
16 Let’s Talk Science
Grade one students participating in University School Week met with volunteers from Let’s Talk Science, a community outreach group that provides STEM learning opportunities to youth. In this session, students explored the five senses. They rotated through stations in which they utilized each sense to complete a task; for example, they identified unknown objects through smell and touch, enhanced their sense of sight with binoculars and various lenses, and experimented with inhibiting their sense of hearing with a variety of materials. Afterwards, students were thrilled to participate in an activity that involved using catapults to launch stuffed Angry Birds into a wooden tower. In this hands-on learning experience, students developed an understanding of various scientific concepts, and had a blast!
“This was an excellent learning experience for the students. The hands-on learning was immensely valuable...I think they really saw that what they are learning relates to the real world.” – Grade 3 Parent
17 Rothney Observatory
This year, grade seven students were incredibly fortunate to have the unique experience of visiting the Rothney Astrophysical Observatory off-campus. Students spent an entire day at the Observatory, learning from Jennifer Howse, Education Specialist, and Dr. Phil Langill, Director and Senior Instructor. From these distinguished individuals, students learned and inquired about planets, moons, and stars near and far from us. Students also engaged with Benjamin George, an undergraduate student at the University, to learn more about some of the amazing astrophysical equipment available at the Observatory.
At the Rothney Observatory, students saw some of the most advanced and valuable telescopes in Canada. They even had the opportunity to use a special telescope to observe the Sun and find sunspots on its surface. Additionally, students built their own Galileo telescopes, utilizing them to study the landscape around the Observatory, and developed a deeper understanding of how telescopes work. Their day at the Observatory was not only full of activities, but also full of wondering, inquiring, and learning.
18 Zoology
Warren Fitch, Lab Technician with the department of Biological Sciences, facilitated an exciting zoology session for grade three and grade one students. Students were given the chance to observe and feel various animal bones and body parts, including an owl wing, whale baleen, the skeletons of a monkey, a sloth, and an ostrich, the shell of a turtle, and the horns and skulls of various mammals. In their journals, students sketched these objects in detail. Some students even designed their own animals, sketching, labelling, and describing their features and lifestyles. There were four additional skulls belonging to unknown animals that Warren challenged students to guess; we later discovered these belonged to a muskox, a camel, a horse, and an antelope. This engaging, hands-on activity introduced students to zoology, while building upon their themes of “Change” and “Community.”
19 Solar Car
The University of Calgary’s Solar Car Team is a unique group of students that puts knowledge into practice by designing, creating, and racing innovative vehicles that run on solar energy. Coordinated by Prajay Shah, Communications Manager, grade seven students visited the solar car shop and met team members Joshua Chow, Nicholas Elderfield, and Ryan Man. From these undergraduate students, USW participants learned about the electrical and mechanical processes involved in creating a solar car, and explored benefits and challenges in using a solar- powered vehicle.
At the shop, students were able to further explore their inquiry question, “Where does knowledge come from?” by learning about the team members’ academic backgrounds and asking these future engineers a variety of their own inquiry questions. Students also explored the scientific process, including hypothesizing, trial-and- error, and testing, and how it allows for the creation and reformation of new knowledge and, consequently, more sustainable alternatives to traditional vehicles.
20 Solar House
Grade three students’ inquiry into “Change” included a consideration of changes in our environment and our approaches it. So, these students were lucky to visit the Cenovus Spo'pi Solar House and explore these changes with Dr. Ed Nowicki (Associate Director of Research and Education in the Centre for Environmental Engineering) and Ram Chandra Adhikari (Ph. D. candidate). Outside the solar house, which was built largely by Engineering students at the University of Calgary, grade three students listened in awe as experts explained how the house used solar modules and a heat pump to generate enough energy for a family of four to live within it. Inside, they toured the kitchen, family room, bathroom, and bedrooms of the inventive building.
In this session, students also learned about the house’s connection to the electrical grid and its use of thick insulation and triple-paned windows to preserve energy. Finally, each student held and examined a Stirling Engine, powered by the heat of their hands. Students left the unique, innovative building with new ideas about change, and the inspiration to create their own.
21 Taylor Family Digital Library
The Taylor Family Digital Library has collaborated with the University School Week program for many years, and provided weekly sessions to all groups of students this year, as well. With the dedication and organization of Leeanne Morrow, Head of Learner Support and Engagement Services, all students visited this exciting, unique space and participated in twenty-first century learning opportunities that made use of the incredible resources within this campus library.
Digital Media Commons and Digital Thermometers
Grade 7 students brought with them to University School the question: "Where does knowledge come from?" and, in the Taylor Family Digital Library, they explored answers to this question that they had not imagined. Students toured the Digital Media Commons with Manager Dylan Tetrault, and examined changes in knowledge. Here, students considered how one might even gain knowledge from video games and new technologies. They also marvelled at the digital library's advanced 3D printer as it created a new object, and at the 34.5 million pixels on the screen of the Visualization Studio. Then, students had the opportunity to work with some technology themselves, under the guidance of Jed Baker, Digital Media & Network Coordinator. They worked with Jed to wire and power their own digital thermometers, creating their own scientific knowledge. As they walked out of the library, the grade seven students left with new conceptions and perceptions of knowledge.
Visualization Studio
22 Visualization Studio: Change at the University
Two grade three classes attended a session in the Visualization Studio led by Leeanne Morrow, Associate Librarian, and John Brosz, Research Data & Visualization Coordinator. Using a display wall composed of fifteen projectors and 34.5 million pixels, Leeanne discussed the theme of “Change” by illustrating change in the University over time. Photographic depictions dating from the University’s beginnings allowed students, teachers, and volunteers to recognize the development and evolution of technology, resources, and lifestyles over time. Following this, students had the opportunity to imagine change in themselves and in the world around them through a sketching activity; they sketched themselves at one year old, eighteen years old, and eighty years old. The presentation also explored the history of Calgary and discussed one of its designers, Thomas Mawson, whose designs for the city were heavily influenced by his love of British architecture. After being inspired by Mawson’s work, students were provided maps of their school field and given the chance to design their ideal playgrounds. Some included pools, water slides, and even robots! This unique session encouraged students to expand on their theme while being exposed to twenty-first century technology in the Visualization Studio.
"I loved the digital library; it
was another heaven." - Grade 7 Student
23 Special Collections: Change in India
For another group of grade three classes, the theme of “Change” was further expanded upon by Michele Hardy, Nickle Galleries Curator, who shared her firsthand knowledge of change occurring in Kutch, India. Students learned about various aspects of the Kutchi lifestyle, including houses called “Bhungo” that were made out of cow dung and embellished with “chitrikam,” or mud work. Then, students explored changes within the Kutchi community, including a reduction in production, an increase in consumerism, and access to several technologies. Thus, Kutch is gradually evolving away from its traditional Bhungos and chitrikam, and entering a new era. The room displayed many examples of cultural clothing from Kutch and students observed these pieces closely, asking and answering questions. Students then had the exciting opportunity to create their own chitrikam, and used plasticine and gems to make intricate patterns and designs.
“All of the staff in Libraries and Cultural Resources really appreciate the opportunity to take part in a rewarding program like University School Week. Being a part of this program for many years, I have seen horizons expanded, discussions initiated, and exploration encouraged for all students. In addition to this, I have seen new ideas cultivated for teachers and their curriculum. What a great learning opportunity!” - Leeanne Morrow, Head, Learner Support and Engagement Services, Libraries and Cultural Resources
24 Library Communities
Grade one students visiting the digital library explored the idea of “Community” with Paula Hollohan, Instructional Technologies and Info Specialist at the Doucette Library. After considering the community that can exist within a library and its role within a larger community, students designed their own library spaces. Using materials such as Lego blocks, MagnaTiles, wooden blocks, and cardboard, students designed models of spaces that could help create a sense of community in a library. Among these spaces were playgrounds, forts, and performance studios! The grade one students left the building full of determination to improve their own school library.
Nickle Galleries
All groups were fortunate to visit the Nickle Galleries, located inside the Taylor Family Digital Library, which features various art and artifact exhibitions and programs. With the coordination and support of Marla Halsted, Shop Manager, students explored the works of Dan Hudson. The images and video pieces depicted constellations and other astronomical phenomena, various international locations including Berlin and Venice, and several illustrations of Calgary and its surrounding area. Displayed outside the gallery, students marvelled at four lenticular animated pictures, also by Hudson, representing various examples of change over time. Experiencing the galleries and the art within it was a unique and fascinating opportunity for all USW participants. As they recorded their observations and reflections of the astonishing art in the space, students considered their themes more deeply and in new ways.
25 Art and Stories on Campus
The University of Calgary campus hosts many pieces of public art and special sights that each have their own captivating stories and myths about them. Every week, we visited some of these spots and discussed their stories, which helped USW participants understand the University of Calgary culture and enhanced their perspective of its spaces. Reflecting and sketching at these spots also allowed students to create memories lasting far beyond their weeks at the University.
The Zipper: Spinning Katie Ohe’s “Zipper,” found in Science Theatres since 1975, is rumoured to be lucky for all students except those from the Schulich School of Engineering. Legend has it that an engineering student once stuck his arm through the structure while spinning it, and fractured that arm in three places. Since then, spinning the Zipper is said to result in bad luck for engineering students who are writing exams, while offering students from other faculties good luck for their tests! After hearing this story, and erring very much on the side of caution, USW participants had the chance to spin the Zipper and make a wish. Students also spent time sketching, reflecting on, and wondering about this famous piece.
Prairie Chicken: Officially named “This Sculpture” in 1975 by its creator, George Norris, this piece of art was ambiguously named to leave its meaning up for interpretation by observers. Reportedly, This Sculpture received its colloquial name, “Prairie Chicken,” after some students covered it in tar and feathers to give it the look of a chicken! Its unusual shape provided inspiration for a variety of creative names by USW participants, including “Silver Flower,” “Turbine,” “The Shape of the Wind,” “Windmill,” and “Rollercoaster,” before they learned of its affectionate nickname. Here, students also engaged in a “six-room poetry” activity and detailed sketching to forever capture this metallic structure in their journals.
26 The Rock: Years ago, University staff placed a large boulder in a central location on campus to allow University students to express themselves on an acceptable medium, rather than vandalizing buildings. As the Rock gained popularity and fame, University of Alberta students stole it for themselves. University of Calgary students, however, successfully retrieved it. This continued back and forth, until, finally, University of Calgary students cemented their beloved Rock into the ground on their campus. Persistent University of Alberta students, however, attempted to use dynamite to blow it out of the ground. Unfortunately for them, nearby buildings were damaged and they had to cover the costs. The Rock, however, remained unharmed and stands in the same place today. It has since been covered in thousands of layers of paint, allowing students to share messages and artwork with each other. After hearing the story, USW groups journaled their own messages and artwork for the Rock.
The Garden of Learning: Another popular art piece on campus is the Garden of Learning, also by Katie Ohe, found near the Administration Building since 1996. A popular and comfortable spot to have lunch, University School Week participants enjoyed observing and sketching this kinetic sculpture, interpreting its depictions, and spinning its three separate elements.
Social Sciences Building: When observing the towering Social Sciences Building closely from the +15 connecting it to the Administration building, a black ball is visible slightly above the letter “N” of the “Social Sciences” sign. While this story is told many ways, one version states that, in the 1980s, two University students once attempted to climb the uniquely textured building using squash balls. One student made it only halfway, while another was able to climb almost to the top…before hitting the flat surface of the building. Consequently, the fire department was called to rescue the students, but the squash ball was left as a reminder of the nearly-tragic, somewhat-ludicrous event. USW students enjoyed hearing this story, and even imagining and creating their own stories as to how the ball came to be stuck to the wall!
27 Discovering Campus Spaces
With such a vast and exciting campus serving as their classroom for a week, all students participating in University School Week spent time in a variety of spaces at the University, exploring, reflecting, and learning with the help of their Assistant Coordinators.
Science Theatres: Science Theatres 140 and 148 are the biggest lecture halls on campus, seating 413 individuals each. For students participating in University School Week, they are also two of the most exciting rooms on campus. Every week, we walked into these rooms to the audible gasps and squeals of students as they imagined attending classes here. Following some reflection, we would often have the students estimate the number of seats in the room, and then verify their estimations by counting and using a variety of math strategies. This was a highlight of the week for many, and provided a taste of the true university experience.
Taylor Institute for Teaching and Learning: With some groups, we visited the newest building on campus, affectionately nicknamed the "TI." Representing the newest kinds of teaching and learning, this building illustrated radical changes in education for all who visited it. It also served as a model for some beautiful sketches and deep reflections.
28 Energy Environment Experiential Learning (EEEL) Building: Several groups of students had the opportunity to visit the "EEEL" building, a building that hosts several classes and laboratories on campus and has won many awards for its successes in sustainability. Students explored various features of the building, including its automated lights, limited use of materials, low-flow bathroom fixtures, and open, reflective concept. In this building, students focused on energy, environmental awareness, and sustainability.
Atrium: The Atrium, an indoor space with beautiful sculptures and a variety of local and non-native plant species, is located in Administration, the oldest building at the University. Students were fascinated to hear the story of how the plants within the space failed to survive when smoking indoors was first banned, as the plants had become addicted to the nicotine that surrounded them daily. Here, valuable discussions of environmental awareness and human actions were held, and detailed, intricate sketches of the space were created.
The Gauntlet: Some groups of students visited the University of Calgary student newspaper, The Gauntlet. Here, students explored one of the many parts of the University that allow it to function as a community. They also had the exciting opportunity to converse with, and even interview, the Editor-in-chief, Melanie Woods. Students inquired about the process of writing and creating a newspaper, and left the Gauntlet office with their minds full and their interests sparked.
29 Convocation
At the end of every week, convocation ceremonies commemorated students’ experiences on campus and celebrated their participation in the program. Outfitted in graduation mortarboards, students proudly took part in an hour-long convocation event that celebrated their "graduation” from the University School Week program. The ceremonies also explored the significance of such an occasion, discussing traditional academic attire and the University of Calgary motto. Students shared their key learning outcomes and favourite moments from the week. After all students recited the formal "University School Week Graduating Student Pledge," each participant received a certificate of program completion. The convocations were additionally inclusive of a photographic slideshow, which showcased the students' many educational adventures on campus.
Convocation events were made even more special by the presence of University of Calgary Senators Jim McNeil, Lorianne Tenove, Brent Rusk, Patti McKendrick, and Jill Tynan, who attended these graduation ceremonies to congratulate and inspire students. To the thrill of guests and students, Chancellor Robert Thirsk also congratulated USW participants through a video message. In fact, Chancellor Thirsk even popped in the room during our final convocation ceremony, surprising everyone and even reducing some to tears! The genuine excitement that students conveyed throughout these events stands as a true testament to the joys brought on by intellectual empowerment and the knowledge of possessing a limitless future.
“You’ve been studying ‘Change’ at the University... But looking at you, here and now, I see change. You are going to change our future.” - Senator Brent Rusk
30
I Will Lift Up Mine Eyes
The University of Calgary motto was significant in shaping students’ time on campus. “Mo shùile togam suas” is in Scottish Gaelic, and translates to “I will lift up mine eyes,” in English. Throughout their week at the University, we discussed the motto with each group, exploring its importance at an educational institution. At each convocation ceremony, we then asked students to define what it meant to them, personally, following their week at the University. Students considered the learning experiences they had and the memories they created during USW, and defined their individual understanding of the motto. Following are some examples:
I will lift up mine eyes… “…To the world around me.” - Grade 7 Student “…To knowledge.” - Grade 7 Student “…To education.” - Grade 7 Student
“…To new opportunities.” - Grade 3 Student “I will open my mind.” “…To learning.” - Grade 3 Student - Grade 3 Student “…To changes in the world.” - Grade 3 Student
31 What Teachers Say About USW
“University School Week has been a meaningful learning experience for my students because it opened their minds and gave them an opportunity to put their daily learning in a much larger context. It made a connection between learning in theory and applying that learning to real life.” - Grade 3 Teacher
“I think the most valuable part “Through this experience, I of the experience for the have been reminded that there is students was being exposed to much more to learn beyond the the University, and all of the classroom and that it is academic and extracurricular important to stop and take opportunities that it offers.” those learning moments when - Grade 7 Teacher available.”
- Grade 7 Teacher
32
“This week was valuable because it gave the students meaningful and “University School was an real first-hand experience in the amazing experience for my class. University setting. Reflection The students had experiences that encouraged the students to think in would not have been possible in a different ways and challenged them regular classroom environment, and in new ways.” now have a broader perspective of - Grade 3 Teacher ‘Community.’” - Grade 1 Teacher
“The overall experience was so positive, even for grade 1 students. It gave them hands- on, active experiences, and they had the opportunity to learn about how “Communities” work outside their classroom environment.” - Grade 1 Teacher
“Visiting the University was an especially meaningful experience for the students because it allowed them to see not only the academic possibilities that await them in their futures, but also the innovation and inventiveness occurring in our world right now. By visiting spaces at the University like the EEEL building and the Solar
House, students gathered knowledge and the inspiration to create their own change.” - Grade 3 Teacher
33 Hats Off to Everyone Involved
We are sincerely grateful for the involvement of the many individuals who participated in USW 2016, and helped create new standards of what quality education looks and feels like. Your involvement has enabled the Campus Calgary/Open Minds vision of "connecting the classroom to the community" to become a reality.
Session Facilitators: Thank you for generously donating your time and resources to the creation of experiential learning opportunities for students. The passions that you conveyed within your realms of expertise serve as a powerful source of inspiration for students to pursue their dreams. Thank you for promoting and exemplifying the notion of lifelong learning for all students. Welcoming students into your spaces on campus provided them with authentic opportunities to gain new perspectives about the University of Calgary as a fixture within their city, and one choice among many in their futures.
University Staff (including Active Living, the Gauntlet, Residence Services, the Taylor Family Digital Library, and University Theatre Services): We are immensely grateful for your support in the facilitation of the 2016 installment of University School Week. Thank you for providing students with enjoyable and unique learning experiences on a weekly basis. Without your constant enthusiasm and participation, the exciting opportunities in which students were fortunate to take part would not have been possible.
34 Continuing Education at the University of Calgary: Thank you for supporting University School Week. We appreciate your kindness and organization in order to ensure the successful day-to-day operation of the program. We are so thankful for everything you do to help us on an administrative level and beyond.
Claire Waters: We cannot adequately express how thankful we are for this opportunity that you have offered us. Thank you for trusting, supporting, and guiding us everyday. Having your trust, we have been able to develop our passions and skills as future educators in profound ways. With your support, we have enjoyed every workday, even when it has brought challenges. Under your guidance, we have truly learned so much. We are immensely grateful for your leadership.
Campus Calgary/Open Minds: The kind guidance of Jennifer Gray, Ita Kistorma, and Travis Robertson has been tremendously valued throughout our involvement with the Campus Calgary/Open Minds program. We are grateful for the time you have spent with us, sharing your visions of education and incorporating us into the exciting endeavour of 'opening minds.' Your unwavering commitment to impacting student learning is a true inspiration, and we hope to embody your passion in our future careers.
Teachers: It was an absolute pleasure to spend time alongside you and your students, becoming a part of your learning experiences this school year. We sincerely enjoyed observing your pedagogical practices and are certain that all of your students are fortunate to be participants within the educational environments that you create. We appreciate your support in allowing us to guide your students around campus and throughout our exciting experiences together. We have learned so much from you.
Volunteers: Thank you for spending time alongside the students and their classmates during USW. Your endorsement of this program is greatly appreciated and is an essential component for its continued success. Donating your time is a special gift that makes such extraordinary learning experiences possible.
Students: The curiosity and excitement toward learning that you exemplified every day on campus with us truly inspires us. May the memories you have of your time on campus stay with you throughout the remainder of your educational journeys and beyond. Hopefully, spending time at the university has prompted you to realize that anything is possible. We believe that you have the ability to steer your future in a direction where: your talents are highlighted, your passions are realized, and your success is personally defined. May you experience happiness wherever you decide to go and in whatever you choose to do.
35 Outcomes and Benefits
The University School Week program encourages, motivates, and inspires those who participate in it. Following are some outcomes of the program for various participants:
Students: - Participate in meaningful learning experiences with University faculty and staff; - Have the opportunity to apply their curricular learning outcomes and “big idea” beyond the realm of the classroom, making real-world connections; - Recognize and consider the opportunities and possibilities for higher education that await them. Teachers: - Gain professional development through twenty-first century learning opportunities - Are inspired to find opportunities for application and connection of curricular knowledge - Practice extending student learning beyond their classrooms
Funders: - Encourage the pursuit of education in youth, motivating their curiosities and inspiring their innovation; - Contribute to, and invest in, a better future led by the youth of today; - Are recognized for their participation in the community.
University of Calgary: - Introduces new possibilities in education for students and teachers alike; - Becomes deeply integrated within its larger community; - Illuminates its potential to community members and, possibly, future students.
As Assistant Program Coordinators for the University School Week program, we have had the opportunity to see these outcomes firsthand. The benefits of the program for us have been incredible, as well. We know that this program is immensely valuable for all of its participants, and we are so thankful to have been a part of it.
- Asra Khan & Vani Khurana, Assistant Program Coordinators
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