UNews - Lance Grigg

100 Women Who Care, Lethbridge group gives to U of L’s Chess for Life program

caroline.zentner — Tue, 14 Jan 2020 21:38:31 +0000

The Chess for Life program at the ��Ѹ��Դ��߿�Ƭ of Lethbridge received a boost of $8,300 thanks to 100 Women Who Care, Lethbridge.

The 100 Women Who Care, Lethbridge group, has raised more than $175,000 to help 17 local charities since it was formed four years ago.

“We are incredibly grateful for this donation,” says Dr. Lance Grigg, an associate professor in the Faculty of Education and founder of the Chess for Life program. “The funds are and will be used for a number of expansion projects, including ongoing work with schools in Lethbridge and youth who are sentenced to Chess for Life by Alberta Justice. We offer the program here at the U of L, but we’re also looking at offering the program at two sites downtown.”

Chess for Life was the lucky recipient in a recent fundraiser by 100 Women Who Care, Lethbridge. Members hold four fundraisers a year and, each time, randomly choose three local organizations from those nominated by their membership. The three are invited to present to the group for five minutes and members then vote to determine the winning organization. Members donate $100 each and the funds go directly to the chosen charity.

“The Chess for Life team was so passionate about their cause when they presented to us,” says Sandra Asuchak, who co-founded 100 Women Who Care, Lethbridge with Sharon Carruthers. “The program itself seems simple yet so powerful. It’s incredible how much a game of chess can help adults and children alike. I believe our members appreciated the fact that their donations would be going to a program that can help those similar in age to their children and grandchildren.”

Chess for Life was born in 2018 out of a conversation between Grigg and a local judge. Grigg brought up the possibility of learning to play chess as an alternative sentence for youth involved in the criminal justice system. The judge liked the idea and Chess for Life had its start. Initially, the program was set to run only until the end of May last year but it showed positive results and demand for the program grew.

The Chess for Life team, which consists of Grigg, Josh Markle and Riley Kostek, continues to work with 15 to 20 youth who are at odds with the law and offers chess instruction in five elementary schools in Lethbridge. Since September, the team has also been working with students at Red Crow Community College at both the Lethbridge and Stand Off campuses. Tsuaki Marule is the lead instructor with that initiative. Since the program started, Grigg has been contacted by other jurisdictions, including Calgary, Edmonton and Houston, Texas, that are interested in Chess for Life. In addition, Grigg and the Chess for Life team are working with the Lethbridge Correctional Centre to get a chess program established there. The team, along with local schools, is planning the first ever Lethbridge Scholastic Chess Festival next spring.

“The program has grown amazingly,” says Grigg. “We’re really focusing on Lethbridge and area, making sure that is all solid and consistent. The probation officers have been absolutely fantastic.”

The local chapter of 100 Women Who Care has raised more than $175,000 for 17 charities in the four years since the club was founded. The first 100 Women Who Care group was established in Michigan in 2006. Since then, 100 Women Who Care has become a worldwide initiative with more than 900 chapters that include women, men, people, kids and teens chapters.

Carruthers, whose father was a philanthropist, initiated the local club. She wanted to follow in her father’s footsteps and when she learned that Lethbridge didn’t have a chapter, she reached out to Asuchak.

“This city that we live in is unbelievably generous,” says Asuchak. “The sheer generosity of these women from the moment they come — they give $100, they donate door prizes, they put money in to help with the refreshments — is just unbelievable.”

The investment is part of the U of L’s SHINE campaign and this partnership highlights the importance of the U of L’s connection to the community, specifically how expertise available at the ��Ѹ��Դ��߿�Ƭ helps solve problems at the local level and beyond.

All The Right Moves

david.kirby — Fri, 22 Nov 2013 15:45:01 +0000

Would the world be a better place if more people played chess? The philosopher in Dr. Lance Grigg loves that question, but the educator in him loves it even more.

Grigg is an education professor at the ��Ѹ��Դ��߿�Ƭ of Lethbridge who came to the profession by way of an undergraduate degree in philosophy. An avid chess player himself, Grigg has also taught countless other people how to play the game. Why? Because he believes fostering critical thinking is key to creating a more functional society, and the correlation between chess playing and the development of critical thinking is too powerful to ignore.

“Liberal education broadens viewpoints and simultaneously respects individual perspectives. It is the very foundation of critical thinking.” - Dr. Lance Grigg (Photo by Rod Leland)

Critical thinking has been defined as reflective thinking that is focused on what to believe or do. It’s about effective problem-solving; coming to a sensible course of action based on gathered information and sound reasoning. Grigg uses chess as one method of teaching others how to think critically – the effects of which extend well beyond the game board.

“In chess there is a lot of room for creativity within a set of firm rules,” says Grigg. “You have a number of options with every move, and you have to make a decision based on a specific context. Research has shown that chess helps people to think strategically and creatively in other aspects of their lives. It helps them identify relevant information and patterns, and develop a sense of autonomy within a team setting. That’s what critical thinking is all about, and ultimately, that’s what being a responsible citizen is about, too.”

Grigg has been an educator for more than 25 years. He began at the U of L in 1996, and focuses on critical thinking in his teaching as well as in his research. In the classroom Grigg’s students are encouraged to use critical thinking not only to complete the course work, but as a way to share authority and steer the learning.

“As an educator it’s my job to foster intellectual courage. I share power in the classroom, and always leave the door open for students to ask critical questions with regard to the material. A good critical thinker is open to all points of view and is continually self-correcting. You have to model critical thinking to teach it, and as students become teachers they will hopefully in turn model it, too.”

Grigg recently began a new research project working with Grade 12 social studies teachers, gathering their perceptions of students’ critical-thinking skills as they graduate from high school. The research will also include professors teaching 1000-level classes at the U of L in order to gather their perceptions of the critical-thinking skills of first-year university students. Grigg will work with both groups over a two-year period, investigating differences and mentoring instructors on how to foster critical thinking. Beyond the interesting findings the study is certain to uncover, Grigg says the research will further his personal mission to raise the level of critical thinking and the quality of critical thinkers on a broad scale.

“Do we need a citizenry that is responsible? Reasonable? Ethical? That strives for the common good? I’d say we do. The relationship between sustaining a fair and just society and growing a population of burgeoning critical thinkers is strong.”

Grigg says the U of L’s liberal-education foundation is an ideal platform for promoting critical thinking, and that the Faculty of Education is in a unique position to help advance critical thinking from the ground up in schools.

“The very notion of liberal education is freedom of thought,” says Grigg. “Liberal arts students deepen their understanding in many areas, which ultimately shapes how they view society and what it means to be a responsible citizen. Liberal education broadens viewpoints and simultaneously respects individual perspectives. It is the very foundation of critical thinking.”

All the right moves

trevor.kenney — Wed, 02 Oct 2013 20:08:07 +0000

Would the world be a better place if more people played chess? The philosopher in Dr. Lance Grigg loves that question, but the educator in him loves it even more.

Dr. Lance Grigg, an avid chess player, uses the game as a critical thinking teaching tool.

Critical thinking has been defined as reflective thinking that is focused on what to believe or do. It’s about effective problem solving; coming to a sensible course of action based on gathered information and sound reasoning. Grigg uses chess as one method of teaching others how to think critically – the effects of which extend well beyond the game board.

“I engage my students in a variety of questioning strategies to get them involved in the material in a critical way, and develop intellectual risk tolerance that will hopefully spill over into their daily lives,” he says. “As an educator it’s my job to foster intellectual courage. I share power in the classroom, and always leave the door open for students to ask critical questions with regards to the material. A good critical thinker is open to all points of view and is continually self-correcting. You have to model critical thinking to teach it, and as students become teachers they will hopefully in turn model it too.”

Grigg is has recently began a new research project working with Grade 12 social studies teachers, gathering their perceptions of students’ critical-thinking skills as they graduate from high school. The research will also include professors teaching 1000-level classes at U of L in order to gather their perceptions of the critical-thinking skills of first-year university students. Grigg will work with both groups over a two-year period, investigating differences and mentoring instructors on how to foster critical thinking. Beyond the interesting findings the study is certain to uncover, Grigg says the research will further his personal mission to raise the level of critical thinking and the quality of critical thinkers on a broad scale.

“The very notion of liberal education is freedom of thought,” says Grigg. “Liberal Arts students deepen their understanding in many areas, which ultimately shapes how they view society and what it means to be a responsible citizen. Liberal education broadens viewpoints and simultaneously respects individual perspectives. It is the very foundation of critical thinking.”

Grigg named 2012 BOG Teaching Chair

trevor.kenney — Tue, 15 May 2012 17:26:06 +0000

An outstanding teacher and scholar, Lance Grigg has consistently demonstrated clear thinking and enthusiasm for the ongoing improvement of teaching and learning at the ��Ѹ��Դ��߿�Ƭ of Lethbridge.

For his continued dedication to the scholarship and practice of teaching, the ��Ѹ��Դ��߿�Ƭ of Lethbridge is proud to appoint Grigg as a Board of Governors Teaching Chair.

A professor in the Faculty of Education, Grigg's primary areas of instruction are critical inquiry in social studies education and philosophy of education.

His teaching and research interests include: critical thinking across the curriculum, the philosophy of insight, chess in the classroom and religious education.

Grigg consistently strives to provide his students with the best teaching and learning opportunities. Students often comment on Lance Grigg's clear instruction, helpful feedback, and ability to create a positive teaching and learning environment.

One former student praised his use of discussion and inquiry to create a classroom that is both student and content centred.

Grigg has been an active member of the Centre for the Advancement of Excellence in Teaching and Learning (CAETL) since its inception. Presently a CAETL board member, he is a sought-after speaker for the Talking About Teaching events.

In CAETL activities, Grigg is an active contributor, providing knowledge and insight. His work with CAETL has included the Teaching Fellows, Graduate Student Teaching Assistant Program,Teaching Development Fund, and Talking About Teaching workshops.

His ongoing commitment to CAETL and its goals position him well for a leadership role in the Centre.

Grigg shows a consistent dedication to, and understanding of, inspirational teaching throughout the ��Ѹ��Դ��߿�Ƭ community. He understands teaching in a variety of contexts and disciplines, and is dedicated to improving teaching practice.

He researches and practices critical thinking pedagogy, which promotes critical thinking skills and attitudes as a key aspect of student post-secondary learning.

He leads and supports colleagues in exploring beliefs and values related to teaching, and in using the pedagogy of critical thinking in teaching. Grigg embeds hisunderstanding of teaching and learning issues in a wide philosophical framework, which allows him to pursue many different perspectives.

As a Teaching Chair, Grigg plans toimplement a project on nurturing a professional thinking community. Involving professors, graduate students, and teaching assistants, this project will focus on the teaching of entry-level courses at the ��Ѹ��Դ��߿�Ƭ of Lethbridge.

Though this work will emphasize first-year students' learning and thinking experiences, it will also provide insight into the success of students in subsequent years, having important implications for the recruitment and retention of future and current students.

Honouring long service

trevor.kenney — Tue, 17 May 2011 21:24:26 +0000

The ��Ѹ��Դ��߿�Ƭ held its annual Long Service Awards and Retirement Recognition Ceremony recently, honouring 116 employees who have completed 10, 15, 20, 25, 30, 35, and 40 years of service. A total of 23 retiring employees were also honoured.

Following is a list of honoured employees.

RETIREES

Art Aitken, Dayna Daniels, Richard Epp, Rex Forsyth, Eldon Gardner, Wolfgang Holzmann, Bill Hudgins, Joan Kendall, Leslie Lavers, Lucie Linhart, Gerald McConaghy, Linda McLeod, Ken Nicol, Seamus O'Shea, Doug Parker, Ramrattie Ramtej, Donna Seyed Mahmoud, Ches Skinner, Philippe Teillet, Linda Van Esch, Wendy Vogel, Nick Wade and Ian Wells

LONG SERVICE RECIPIENTS

40 Years | Maria Draper

35 Years | Chris Charles, Bryan Kolb, Peter McCormick and Gerda VanderFluit

30 Years | Jane Allan, Cheryl Calver, Dayna Daniels, Gayle Durand, Rex Forsyth, Laurel Hamilton, Jay Johnston, Linda Kucheran, Greg Martin, David Naylor, Shari Platt and Leanne Wehlage-Ellis

25 Years | Shamsul Alam, Lana Barton, Bryson Brown, Cathy Campbell, Patricia Chuchryk, Leslie Gatner, Allan Gergel, Nancy Grigg, Tyler Hayward, Mary Anne Hellinga, Wolfgang Holzmann, Bill Hudgins, Margaret Joblonkay, Kas Mazurek, Alice Miller, Richard Mrazek, Thomas Robinson, Doug Ross, Jadranka Smiljanec, Brian Sullivan, Richard Tedesco, David Townsend, Sandy Wiest and Joan Zimmer

20 Years | Patti-Jo Aiken, Linda Anderson, Roberto Aragon-Garcia, Jochen Bocksnick, Carl Budny, James Byrne, Peter Dibble, Deborah Grant, Bill Halma, Andrew Hurly, Janet Macdonald, Karen McCallum, Louise Miller, Al Mueller, Claudia Notzke, Sergio Pellis, Dwayne Pepin, Vern Peterson, Maria Quinteros, Kathy Schrage, Colleen Sullivan, Brian Titley, Donna Townley and Mark Walton

15 Years | Doug Berry, James Dobbie, Jackie Edwards, Lance Grigg,
Michelle Hogue, Marie Matkin, Ian McAdam, Gerald McConaghy, Chris Moroz, Jeff Oliver, Derek Peddle, Michael Perry, John Poulsen, William Ramp, Keith Roscoe, Elizabeth Schultz, Ivan Townshend and Kenneth Vos

10 Years | Louise Arsenault, Stella Baah, Brenda Bell, Donald Birchfield, Ryan Buckman, Jill Cassidy, Lorena deLange, Christopher Epplett, Margaret Forgie, Don Gill, Bill Glaister, Val Hill, Patricia Horrocks, Nancy Hosgood, Frank Huss, Deborah Jarvie, Helen Kelley, Carol Knibbs, Keith Knowles, Josh Korthuis, Christopher Kukucha, Greg Lacey, Corie Lazenby, Wayne Lippa, Karen Mahar, Jeremiah Merkl, Josephine Mills, Joy Morris, Chris Nicol, Chris Picken, Jeremy Pierson, Mike Pinder, Catharine Reader, Michael Robinson, Victor Rodych, Tammy Rogness, Mark Sabo, Robin Schafthuizen, Shelley Scott, Behnam Seyed Mahmoud, Gerry Ste. Marie, Robert Sutherland, William Tietz, Raquel Trillia, John von Heyking, Kevin Ward, Katherine Wasiak, Robert Williams, Barbara Williams, Jim Wishloff, Robert Wood and Jing Zhu

To view the Legend in a flipbook format, follow this link.

Examining faith-based education

trevor.kenney — Mon, 20 Dec 2010 23:13:56 +0000

What contribution does faith-informed education make to a liberal democracy? Are there multiple, educational models that need to be considered? Most definitely, and Alberta is a fertile province for ��Ѹ��Դ��߿�Ƭ interested in researching citizenship education.

The ��Ѹ��Դ��߿�Ƭ of Lethbridge's Dr. Amy von Heyking, an educational historian and associate professor in the Faculty of Education, is one of those interested in documenting the institutional histories of faith-informed schools that have made the shift from independent to public systems. She looks to record stakeholders' perceptions of what they have gained or lost in the process.

Dr. Amy von Heyking is using her ��Ѹ��Դ��߿�Ƭ Scholar research grant to take a closer look at Alberta's educational model.

In addition to being one of the few provinces that has retained its publicly-funded separate Roman Catholic school system, Alberta is the only province to fund its charter schools with public monies. Numerous faith-informed programs and schools have also been integrated into the public system, as fully-funded alternative programs.

"Clearly, what we have is a willingness to identify and promote alternative educational models within our province," says von Heyking.

In other parts of Canada, movements to extend public funding to faith-informed schools have typically been met with resistance.

"In public or politicized debates about the issue, religious instruction is often associated with a lack of tolerance and narrow-mindedness," says von Heyking. "We need judicious scholarship that explores the impact of religious faith on the nature of schooling and, more specifically, the ability of schools to meet the civic education outcomes as defined by the province of Alberta."

Her two-year ��Ѹ��Դ��߿�Ƭ Scholar research grant, recently awarded by the Office of the Vice-President (Academic), will allow her to make a substantial contribution to this body of knowledge.

In conjunction with her research partner, Dr. Lance Grigg, von Heyking has already conducted an exploratory study examining the impact that faith-based curricula has on citizenship outcomes in one school in southern Alberta. As a ��Ѹ��Դ��߿�Ƭ Scholar she is able to devote additional time to research and will continue exploring the relationship between citizenship and religious education in a range of publicly funded faith-informed schools around the province.

This story originally appeared in the December issue of the Legend. For a look at the full issue of the December Legend in a flipbook format, follow this link.

Japan Study Tour holds special significance

trevor.kenney — Tue, 02 Jun 2009 18:04:34 +0000

The ��Ѹ��Դ��߿�Ƭ of Lethbridge has been sending students on Japanese study tours for more than 20 years, but you would be hard-pressed to find two students more appreciative of the opportunity to visit Japan than cousins Aaron and Taryn Tamayose.

The duo will accompany education professor Dr. Lance Grigg as part of the 15-student group selected to participate in the Hokkai-Gakuen ��Ѹ��Դ��߿�Ƭ exchange program. Fourth-generation Japanese, or Yonsei, the two will finally realize a lifelong dream of visiting their ancestral homeland.

"This trip is an opportunity of a lifetime, and there's no words to explain how excited I am to be a part of this with the ��Ѹ��Դ��߿�Ƭ and my cousin," says Aaron, a psychology major.

"I feel very strongly about my heritage, I like to express it, and what better way to learn a little bit more about the culture?"

Their grandfather's family moved to Canada shortly before the Second World War and was born and raised in Hardieville, just north of Lethbridge. Their grandmother, who had visited Canada as a small child but returned to her native Okinawa, was eventually forced out of Japan after the Battle of Okinawa. Her family eventually wound up in Hardieville and the Tamayose legacy was born.

Over the years, both Aaron and Taryn have experienced the Japanese culture through their grandparents and are eager to see it firsthand.

"We have a really strong family relationship. Growing up, we kept a lot of traditions but I know a lot of them have been westernized as well," says Aaron.

"One advantage we have is our Japanese background but at the same time, that background is a more westernized or assimilated view. A lot of our traditions are related to traditions in Japan, but I expect they are nothing like what it is there."

Taryn, a new media major, says her grandmother would often relate stories of the war years and how her family was forced to live in caves during the 82-day long Battle of Okinawa. She won't get to visit Okinawa on this trip but feels it will lay a foundation for future visits.

"This is a life experience for me and an opportunity to really get immersed in the Japanese culture," she says. "It's already a part of me and this has been a lifelong dream to go there, so I expect to take a lot away from it."

The Tamayose's say they were aware that travel opportunities existed for students at the U of L but never expected to participate. Once the Japan trip became a possibility, they made it a priority.

"I felt that this was worth the sacrifice to delay my convocation because the rewards would be greater to go to Japan and experience something I might never get the chance to do again," says Aaron, who will now convocate in the fall.

"I understood there were a lot of applied opportunities for U of L, students but I never really thought I'd be a part of it. In the last few years, I've really engaged myself with the applied learning process. It's one of those things that enriches the educational experience the ��Ѹ��Դ��߿�Ƭ offers."

That they will live this dream and get to share it with one another only enhances the experience.

"I've never been away for a month so it's comforting to go with someone who's grown up in the same family and has learned many of the same things about our culture," says Taryn.

Japan Study Tour holds special significance

trevor.kenney — Tue, 12 May 2009 20:50:29 +0000

The duo will accompany education professor Dr. Lance Grigg as part of the 15-student group selected to participate in the Hokkai-Gakuen ��Ѹ��Դ��߿�Ƭ exchange program later this month. Fourth-generation Japanese, or Yonsei, the two will finally realize a lifelong dream of visiting their ancestral homeland.

"I feel very strongly about my heritage, I like to express it, and what better way to learn a little bit more about the culture?"

Over the years, both Aaron and Taryn have experienced the Japanese culture through their grandparents and are eager to see it firsthand.

"We have a really strong family relationship. Growing up, we kept a lot of traditions but I know a lot of them have been westernized as well," says Aaron.

The Tamayose's say they were aware that travel opportunities existed for students at the
U of L but never expected to participate. Once the Japan trip became a possibility, they made it a priority.

"I understood there were a lot of applied opportunities for U of L, students but I never really thought I'd be a part of it. In the last few years, I've really engaged myself with the applied learning process. It's one of those things that enriches the
educational experience the ��Ѹ��Դ��߿�Ƭ offers."

That they will live this dream and get to share it with one another only enhances the experience.

"I've never been away for a month so it's comforting to go with someone who's grown up in the same family and has learned many of the same things about our culture," says Taryn.

Students earn bragging rights

trevor.kenney — Wed, 15 Apr 2009 19:54:08 +0000

Score a victory for the ��Ѹ��Դ��߿�Ƭ of Lethbridge Student Chess Club.

The annual Chess Challenge event, pitting a team of five chess-playing professors against the best players from the student club, took place Mar. 21-22.

An annual event contested since 1998, and perhaps unique to the ��Ѹ��Դ��߿�Ƭ of Lethbridge, the professors were coming off a victory in 2008 and entered this year's contest with their habitual sense of invincibility. They were shocked, however, to be confronted with a student team fortified by new talent and determined to assert their superiority. After 16 games, the students came out on top by a score of 9-7, a point being awarded for each game won.

The victorious student team comprised: Cashe Erskine, Thomas Fox (team captain), Gregory Holmes, Slava Ilnytskyy and Ihor Kurylo. The professors were: Lance Grigg (Education), Igor Kovalchuk (Biology), Vic Rodych (Philosophy), Brian Titley (Education, and team captain) and Paul Viminitz (Philosophy).

The best individual performance in the tournament was by Dr. Igor Kovalchuk, who won all four of his games. The rivalry will be renewed a year from now.

Japan Study Tour offers students a cultural opportunity

trevor.kenney — Thu, 23 Oct 2008 13:49:31 +0000

��Ѹ��Դ��߿�Ƭ of Lethbridge education professor Dr. Lance Grigg doesn't mind admitting he had a number of lost in translation moments when he first visited Japan. It was out of these instances his appreciation for diversity really took root.

Grigg will lead a contingent of 15 students to Japan in the 2009 spring session as the latest chapter in the Hokkai-Gakuen ��Ѹ��Դ��߿�Ƭ exchange program. The Japanese study tour is currently seeking applications, having held an information session earlier this month through the International Centre for Students. A respect for diversity and a willingness to listen and learn are hallmarks Grigg will be looking for when he interviews candidates.

"I think the major quality I'm looking for in someone going on this exchange is a respectful person," he says. "We want people who respect diversity and who have the maturity to engage that in action."

Grigg knows of what he speaks, having done a four-month tour as part of a professorial exchange in 2002. He says going to Japan with an open mind and a willingness to challenge his own ideals on learning allowed him to gain a deep appreciation for Japanese culture.

"That's one thing students can take away from an experience abroad, about any culture. To unlearn how you learn, in order to learn in a different culture," he says. "Be attentive to how that culture operates, what the values are underpinning that culture and how a culture goes about doing things."

Students seeking to be involved in the program must
remember the core value of the tour is that it is an exchange. Dr. Grigg says there is no room for arrogance, or an attitude that students are going abroad to spread the Canadian way.

"You don't go to another culture thinking that you are going to enlighten them, or bring knowledge to them that is not there," he says. "That's not the kind of attitude we want in a student going on the exchange. We're looking for students who are attentive to every part of another culture."

Grigg found Japanese society to be fascinating and quickly understood he could get the most out of his tour by abandoning preconceived notions and opening himself to a different way of teaching. By first accepting new approaches and then assessing them in the context of his experience, it gave Grigg a much broader perspective in his own teaching.

"Students going over there first have to be attentive to everything around them; culture, laws, practices," he says. "Then try and understand what they mean and reasonably accommodate those beliefs within one's own cultural framework. Within such an ambassadorial perspective, a conversation can ensue which respects the similarities and differences among cultures."

Students willing to work hard within the program are promised to reap immeasurable rewards. Those interested can contact Grigg at 403-329-2449 or Laura Ferguson in the International Centre for Students at 403-329-2053.

UNews - Lance Grigg

100 Women Who Care, Lethbridge group gives to U of L’s Chess for Life program

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