view . spring2015
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BYJENNIFERAMMOSCATO, SARAELLIOTTANDKEVINJOHNSON
THEPOWERTO INSPIRE
TeachingandLearningatUWindsor
Sometimes taking a classwithKathyPfaff canbe
pretty sweet.
The nursingprofessor once distributed cookies to students
inher researchmethods course tohelp themunderstand key
concepts in sampling.
“I brought inoneswith varying characteristics. Some of the
cookies had chocolate chips, somewere plain; therewere home-
baked versus store-bought,” she recalls. “They reallywent to
townfiguringout their favourites.”
While itwas a fun activity, she says the students learned
a lesson. “To get an accurate sample, youwouldwant asmany
different kinds as possible. You can’t just relyon the convenience
of what I happened tohave inmy cupboard at home.”
Dr. Pfaff BScN ’88,MSc ’08 says she tries toprovide
her studentswithpractical examples so theybetter understand
classmaterial.
“I try tomake it fun anduse humour to keep their interest
during lectures and even exams,” she says, citing amid-term that
interspersed cartoonswith the questions. At the end, the students
were askedwhether the injectionof humour helped them focus
on theirwork.
“I thought itwouldbe an easymark for them,” she says.
A sessional instructor since 2001who took up a full-time,
tenure track appointment in2013, Pfaff says that she enjoys
teachingbothundergraduates and graduate students.
“In the first year, the students are like sponges. They are
so excited andwant to excel,” she says.
Because nurses often return to school toupgrade their
education after years of professional practice, Pfaff sometimes
ends upworkingwith studentswhohave asmuch experience
as she does.
“I learn from them just as they learn fromme. I have teaching
and clinical expertise, but the graduate students come tomewith
clinical expertise that generates excellent discussion for analysis.”
Building relationships—with students, colleagues, patients,
communitypartners, within and across organizations—drives
Pfaff’s scholarly interests aswell as her approach tonursing.
“I pursue research relating to inter-professional collaboration
inhealth-care settings,” she says. “The research evidence tells
us that themore that different disciplines engage, the higher the
qualityof care andpatient safety and the better ourworkforce
retention.”
She is currently conducting a projectwith theHospice
of Windsor andEssexCounty, exploringhow topromote inter-
professional palliative care in the long-term care sector.
“Wewant to knowwhat factors predict inter-professional
collaboration,” says Pfaff. “The ultimate goal is todevelop
a programwe coulddeliver across our region.”
She is alsopart of a teampartneringwithWindsor Regional
Hospital to evaluate its newprogram to reduce fatigue among
caregivers in its cancer centre.
“This is importantwork,” she says. “Our population is aging
and rates of chronic illnesses are increasing. Givingpeople the
tools to copewith the pressures of caring is essential.”
The best teachers have an indefinable
something
that stands out in their students’memories long after graduation.
It couldbe how they canmake the abstract understandable. Apassion that pervades each class. Perhaps even a sense of humour.
Whatever it is, the connection it creates is key toproviding a truly valuable learning experience—one that helps prepare a student for
his or her own future and, hopefully, reinforces a lifelong love of learning.What follows are profiles of several Universityof Windsor
professors and instructional staff whomake such an impact.
Theymay vary in their approach, but all share a common love of teaching and the goal of passingon their knowledge for the
betterment not onlyof their students—but alsoof theworld aroundus.
“Themediocre teacher tells.Thegood teacher explains.The superior teacherdemonstrates.Thegreat teacher inspires.”
–WilliamArthurWard
KATHY PFAFF, NURSING
Opposite:NursingprofessorKathyPfaff.
