Over the next few weeks, I will be posting here and in the The Office of Open Learning blog about what the great team that we have! I am so very fortunate that I have the opportunity to work with such a great team.
Mark Lubrick
Many teaching award recipients tend to be rather self-effacing folk. They go the extra mile for their students and spend countless hours preparing interactive learning materials or advising numerous students during office hours, but you wouldn’t really know because they don’t brag about it.
The above description pretty much describes Office of Open Learning’s own Learning Specialist, Prof. Mark Lubrick, who is also a sessional instructor in the Department of Physics at the University of Windsor. Mark and I share office space in the Office of Open Learning, so I have observed him creating interactive learning objects using Articulate Storyline, meeting with students, enthusiastically explaining course concepts, drawing diagrams on the whiteboard (yup, the old fashioned one), and replying to myriad emails.
In recognition of his exemplary teaching practices, Prof. Lubrick is a winner of two teaching awards this year:
He received the Faculty Award at the OPUS awards gala, which is awarded to recognize and applaud the efforts of University of Windsor faculty members who unselfishly assist part-time students in their efforts to achieve academic excellence. Many students wrote emails expounding Mark’s commitment to helping them to learn in his courses.
Mark also won (for the fifth consecutive year), the 2016 Teaching Score Award in the Faculty of Science. He regularly gets among the highest scores on students evaluations of teaching at the University.
Congratulations, Mark! Teaching large enrolment classes (300 – 950 students) in Astronomy in online, blended, and face-to-face format, Mark focuses on creating engaging and active learning experiences for his students. He is an early adopter of technologies such as Blackboard Collaborate, Echo360 lecture capture, BVirtual Online Proctoring, or creating videos with the new lightboard to enhance students’ experiences with the course material and to help them figure out difficult mathematical concepts.
Always approachable, it is not unusual to see a small crowd of students waiting outside of Mark’s office, waiting to discuss their coursework or midterm questions with him. He also shares his expertise with colleagues at both Office of Open Learning and Centre for Teaching and Learning workshops. Thanks, Mark, for your enthusiasm and dedication to teaching students in online, open and technology-enabled courses at the U!
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