Narrative is a versatile teaching strategy and can be designed to address a variety of learning outcomes.Since 1983, Howard Gardner's research has identified that there are at least eight ways of "... solving problems and fashioning products" and that these eight intelligences are simple, elegant and powerful tools to engage students' imaginations as well as understand and facilitate student motivation and learning.This interactive session engaged participants in a reflective dialogue about ways of designing and using effective narrative embedded in Gardner's Multiple Intelligences to enhance learning.Some questions explored included: Why use narrative?When and how should narrative be used?Where should narrative be strategically placed in the learning experience?Eight narrative ways of engaging learner imaginations were used to aid participants in achieving their course outcomes.

When one runs a marathon he or she encounters a myriad of emotions rangingfrom jubilation to desperation, anger to calmness, fear to confidence and courage toregret. Each corner one curls over the pavement, each hill one's training shoessurmount, and each breath one inhales battling a mental game of physicalexhaustion, releases the sensation of a new wave of emotion that one encounter'sin completing the physical challenge of running the distance of 42 continuouskilometres. This is not unlike the emotional landscape one may encounter as a neweducator in the post-secondary climate in the new millennium. Each neweducational technology awaits to be implemented in a new course design; each newstudent you encounter brings a varied educational history waiting to be decanted,and each new colleague offers an opportunity for an exchange of pedagogicalinterests that may promote a sense of being overwhelmed and excited, frightened,yet competent, and eager, while timid.

A curious thing happened the other night.It was the first day of student-led presentations in my third year evolutionary psychology class.Several students had their wifi-enabled laptops open.I place the class PowerPoint presentations on the course website so that they can download them and make notes during class.From my vantage at the back of the class, I noticed that many had these presentations open, but that most had other screens open too.Some were working on assignments.Others were checking their email.Google was ubiquitous.Instant Messenger and YouTube appeared on more than one screen.All this non-class activity surprised me.

To me, the scholarship of teaching and learning (SoTL) is a dynamic process of learning and unlearning, ongoing self-criticism and renewal, and sharing the resulting accumulated experiences between the teacher, students and the teaching community. SoTL revolves around three axes. It involves the production and transmission of theoretical and experiential knowledge. As well, it acts as a forum for self and collective actualization and growth, while reinforcing the link between the classroom and the real world.