Dr. Melissa Hills has been curious about student learning since she began teaching at MacEwan 18 years ago.
“You’re always gathering data, as an educator,” says the 2024 Distinguished Teaching Award recipient. “You’re always observing, looking at student learning – and trying to improve upon it.”
But it wasn’t until 2016, when she was awarded a fellowship through the Centre for Teaching and Learning, that she formally began researching and publishing on the Scholarship of Teaching and Learning (SoTL).
“I feel incredibly grateful to be at an institution where teaching is the focus of my career and where I have the time to invest in being a good teacher,” says Dr. Hills. “At MacEwan, we are surrounded by people who are passionate about teaching, who are innovative and who we can talk to when we have issues or ideas and get incredible feedback.”
Like most faculty at MacEwan, the biological sciences prof balances teaching with research – supervising student research in genetics and molecular biology, as well as her research in SoTL. She was awarded a Chancellor’s Research Chair position in 2024 for her work exploring creating multiple ways for students to achieve learning goals – one of the principles of Universal Design for Learning.
“Labs, in particular, can be very overwhelming for students, particularly neurodivergent students,” she says. “I’m gathering feedback from students and using it to really tailor my teaching approach and create a learning environment that’s suitable for different learners.”
In a survey that Dr. Hills conducted during the 2022/23 school year, over half of all students (67 per cent) reported experiencing additional personal challenges – like financial strain, caring for family, mental health challenges and chronic illness – while also trying to get through school. Results from a 2023/24 survey show similar numbers.
“Students are under a tremendous amount of pressure and those things are impacting their learning,” she says. “Including students with disabilities or other learning barriers as co-investigators and co-creators in the development of their own curriculum really amplifies their voices.”
Those voices have echoed the need for alternative ways to do things. For example, a student research assistant, working with Dr. Hills, created accessible videos of lab activities for students to view beforehand, so they feel prepared.
She also integrates something she calls structured flexibility into every course syllabus, which lets students know that it’s okay to miss a lab or class without disclosing why, and outlines how they can make up for what they missed.” She also provides a one-week, no-questions-asked extension for all assignments.
“I include as much flexibility as I can manage without sacrificing student learning – and without sacrificing my sanity. My workload also needs to be predictable,” she says.
While she adds that there have been a few naysayers to her approach, her data shows that most students meet their deadlines and use extensions sparingly.
“I emphasize the value in meeting the original deadline – it keeps their work spread out over the term and they have timely feedback for their future learning,” she says. “It has also reduced my workload because I don’t have to navigate individual extensions. They’re built proactively into the course.”
As Dr. Hills continues to gather, research and observe students, she is compelled to share this information broadly with others in the field of higher education by publishing her findings. It’s a responsibility she doesn’t take lightly.
“I think higher education is incredibly valuable to society, and that what I’m doing is meaningful and important,” she says. “It is a real privilege to be in this position.”