Active Learning Classroom (EL2463)
Experiencing the Active Learning Classroom

Luciano Santos & John Cheeseman

The Active Learning Classroom (ALC) is a purpose-built classroom designed following principles of collaborative active learning. Are you curious to experience this new learning space from a student’s perspective? Join us in this 80-minute session, where we will introduce the ALC through an engaging and fun activity. We will also explore some of the benefits and challenges of this specialized classroom, and will share information about the application process for teaching in the space.

Library Maker Studio (EL1245)
Integrating Library Immersive Tools and Spaces into Curriculum

Francine May, Genista Kippin

Engage in discussion about 360 video and the Library’s collection of virtual reality experiences as tools for learning. Consider ideas and strategies for using these tools to enhance student connection to curriculum. Then visit the Immersion Studio to see how this unique immersive space can be integrated into courses and impact learning.

EL1451B
Towards Best Practices in Online Course Design

Adam Cave, Luis RIos, Luciano Santos, Amanda Veinotte, Gaye Warthe

Join this roundtable session to dig into some of the differences between emergency remote instruction and intentionally designed online courses. Using Chickering and Gamson’s (1987)  The Seven Principles for Good Practice in Undergraduate Education as a framework, we will explore the ways in which technology may help or hinder us in achieving these principles with our online course design and facilitation.

Engaged Reading? Student Perspectives on the Use of Perusal Social Annotation Tool

Melanie Rathburn, Baneen Al-Sachit, Reaghan Ross

Over the past semester, I integrated a social annotation tool called Perusall into the design of my course. Students were required to read and annotate articles and readings from the textbook as part of their course grades. Students were provided with explicit instructions on what would be considered a high-quality annotation and their readings were assigned weekly. As an instructor, I was impressed with the level of conversation and students’ ability to connect concepts between classes and even across courses. From these annotations, I could uncover misconceptions, assess their level of understanding and evaluate their critical thinking. Adding Perusall and having good reading compliance allowed me to open up class time for discussions and case studies, so we could focus on the application of their content knowledge. In this presentation, I will share my views on the use of this teaching tool, but will also be joined by students so you can hear their perspectives on the use of Perusall.

labour-based grading: an attempt to decolonize

Patricia Kostouros

As an attempt to decolonize the teaching and learning process, I have embarked on a modified labour-based grading system. According to Anoue (2019) there are ways to increase equity and inclusion in the classroom using grading methods that create a system to reduce racism and increase social justice. Anoue has offered individualized contracts and a potential for students to take on the amount of output (labour) they intend to expend and what the outcome might be of that expenditure. Ownership becomes that of the student and teacher together versus the teacher alone making decisions about the learning process and how much of what to get a grade.

Salon Celebrate: Virtual Session

Pattie Mascaro

In this 45 minute in-person session, you will be part of a facilitated discussion with your colleagues. Share new ideas you are excited about, your thoughts on the sessions you attended, and your own celebration-worthy successes (large or small) over this past academic year.

Citation is inescapable: Enhancing students’ referencing skills with an online APA escape room 

Lauren Cross, Tiffany Doherty, and Cory Willard

Referencing is an important component of academic writing, but it can be difficult to teach in a way that really “sticks” for students. Students (and, sometimes, educators) often perceive referencing as boring and tedious because of the seemingly-countless rules involved with each unique style. Even when offered foundational instruction in a referencing style, students often struggle to independently solve citation challenges that require the confidence to apply specific rules and a degree of personal judgment. Looking to enhance students’ proficiency and confidence with referencing, Learning Strategists in Student Learning Services co-developed an online escape room to engage students in an active and fun way as they collaborate on problem-solving scenarios for APA Style. 

In this presentation, we’ll outline the process of developing the escape room using Google Forms, share highlights and lowlights from facilitating an online escape room workshop, and consider the impacts on student learning. 

Learning from our student partners about the transformational EDII journey

Liza Choi, Kaylee Shannon, Ravin Stimson

In this presentation, attendees will learn about a journey through the EDII landscape. Working in conjunction with two first Nation students, we will describe our journey to build a trust framework. The key principles underlying this framework include listening to your students, see students as partners, educate with empathy, and to bring about change with these principles in mind.

Unexpected Benefits of the English As Additional Language (EAL) Student Support Program

Liza Choi

Since its inception in 2009, the EAL Student Support Program has been shown to be highly effective in aiding these students both academically and psychosocially. Qualitative research has definitely shown the positive impact of this support program. Over the years, the various iterations of this program has generated a number of other benefits. As mentees supported by this program, many returned to this group as mentors to help others. This altruistic donation of their time and support was heartening and came as a pleasant surprise to me. Another benefit was the development of leadership opportunities within the support program. Mentees after their first year would contribute further by taking on additional tasks and roles. When asking alumni/student leaders of these additional benefits of the program many commented on how it had impacted their career development. Upon reflection, these unexpected benefits only came to light after the existence of this program for several years. This presentation will examine these topics and more. Our hope is that a lively discussion will occur after the presentation that may act as a catalyst for further exploration of this support program. 

What I learned from an old dead white dude, about being a live white dumbass

Allison Dube

Yes, now it’s out in the open, I confess.  And if the question, “what can we learn about entrenched privilege and prejudice from a 70 year old white guy…” has you rolling your eyes, wait until I finish: “… giving a conventional academic presentation based on the works of a white male who has been dead for almost 200 years? However, Jeremy Bentham’s account on prejudice, privilege, and how difficult it might be to progress beyond being a dumbass, might be useful even today.  Or perhaps especially today, and more so for a lecturer.  Our students are perceptive: It’s how you react and what you say when you’re not trying to say the right thing that matters most.