Brandon Sabourin

Brandon Sabourin is an Educational Developer in the Office of Teaching and Learning. His role focuses on curriculum review and development, primarily supporting the Ontario Veterinary College (OVC) at the University of Guelph. Brandon works as part of a team assessing student learning experiences in relation to program learning outcomes and competencies. He facilitates data-driven curriculum improvement practices designed to advance the impact of OVC on veterinary medical education. Brandon also supports faculty members with course design and SoTL research.

Prior to joining the Office of Teaching and Learning, Brandon was an Instructional Designer and Educational Developer at Red River College Polytechnic, where he supported curriculum development and flexible course delivery. Brandon is passionate about teaching and has taught several courses as a sessional instructor at the University of Windsor, St. Clair College, and RRC Polytech.

Brandon’s research interests include deep and surface approaches to learning, the scholarship of teaching and learning (SoTL), and effective feedback practices. His PhD research explored the educational development needs of sessional and contingent faculty informed by their approaches to teaching. Brandon earned BA (English Literature), BEd, and MEd (Curriculum Studies) degrees from the University of Windsor. Brandon is active on Twitter at @MrSabourin.

Selected Publications:

• Sabourin, B. M. (2021). Sessionals’ educational development: A review of North American research, 2018-2018. International Journal for Academic Development, 26(2), 134–149. https://doi.org/10.1080/1360144X.2020.1831504
• Baker, N., Freer, J., Fujita, N., Higgison, A., Lubrick, M., Sabourin, B. M., Sylvester, J., & Van Wyk, P. (2020). Online instructor development: A COOL story. Collected Essays on Learning and Teaching. https://doi.org/10.22329/celt.v13i0.6011 
• Sabourin, B. M. (2020). Using Mindomo to engage students in higher-order thinking. Compass: Journal of Learning and Teaching, 13(2), 1–7. https://doi.org/10.21100/compass.v13i2.1080   
• Sabourin, B. M. (2020). Tweeting @LEADUWindsor: Effective practices for making service-learning visible. In G. Salinitri (Ed.), Conceptualizing leadership experience for academic direction (LEAD) programs for student success (pp. 272–295). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-2430-5.ch015  
• Sabourin, B. M., Freer, J. R. R., Bobbie, I., Bumanlag, M., Derbyshire, A., Huntingford, L., & Sharma, S. (2020). Using Basecamp in student-staff partnerships to organize, communicate, and promote non-hierarchical leadership. Journal of Educational Innovation, Partnership and Change, 6(1). https://doi.org/10.21100/jeipc.v6i1.1005  
• Sabourin, B. (2018). Assessment that matters: Using technology to personalize learning. Canadian Journal of Education, 41(4), xv-xix. Retrieved from http://journals.sfu.ca/cje/index.php/cje-rce/article/view/3769