Schedule
Keynote
9:15 am - 10:15 am
Morning Plenary Session
10:20 am - 10:50 am
One Size Does Not Fit All: Addressing Student Agency Through Course Design
Dr. Andrew Zinck
In this session, I will outline some of the course design strategies that I have explored to foster student agency and present a model that encourages and supports multiple pathways of learning concurrently within a course. This will provide a starting point for a larger discussion of the questions and challenges we face when we choose to shift our relationship with our students in a significant way.
Morning Concurrent Sessions - Block 1
11:00 am - 11:30 am
Teaching a case study course online: advantages and disadvantages of delivery methods used
Dr. Sam Kolahgar
Based on the experience of teaching a highly interactive and computationally intensive course in a virtual setting, this presentation aims to discuss the pros and cons of different delivery methods used during the COVID-19 pandemic and to provide suggestions for the post-pandemic era. The lessons learned, the initiatives implemented, and the technology used will potentially benefit instructors in designing online lectures and overcoming some limitations inherent to in-person delivery of case-study courses.
Applications of action and Psychodrama methods applied to teaching psychotherapy
Dr. Raquel Hoersting
Many of the active and experiential approaches in psychotherapy and education derive from sociometry and psychodrama, developed by J.L. Moreno. This presentation will focus on selected psychodramatic techniques (the double, soliloquy, role reversal, audience feedback, role-taking, and mirroring) used which the introductory graduate course in psychotherapy. Some of the psychological processes and their importance in action learning are discussed.
Morning Concurrent Sessions - Block 2
11:35 am - 12:05 am
Leadership Learning in an Engineering Design Capstone Course
Dr. Grant McSorley
I will present on how leadership attributes are taught and developed in a final year engineering design course. This includes theory, self and peer evaluation, and developing and carrying out an individual action plan.
Developing industry-partnerships for experiential learning opportunities using the Riipen platform
Dr. Melissa James, Shannon Snow, & Nick Dolan
This presentation will discuss experiential learning supports at UPEI and how Riipen can assist students and faculty to create industry partnerships. The presentation will highlight the use of Riipen partnerships using case study examples from the Faculty of Business and explore how these partnerships aided student learning.
No recording available for this presentation
Morning Concurrent Sessions - Block 3
12:10 am - 12:40 am
Before and After: Michael Faraday and lab-based discovery courses in 2019 and 2021
Dr. Andrew Trivett
In science and engineering, undergraduate students engage in experimental work as a fundamental element in mastering theoretical concepts. The session uses an example from Michael Faraday in 1860 to put hands-on learning in perspective. The comparison with recent experience shows two case studies from before and after the COVID19 pandemic to argue for improved student learning via self-challenge and discovery in keeping with Faraday's 1860 example.
No recording available for this presentation
Moving Forward with Experiential Learning: Bringing Industry Partners into the Classroom Using Riipen
Dr. Andrew Carrothers & Dr. Liufang (Sophia) Yao
Riipen is a technology platform that facilitates micro experiential learning opportunities by connecting students with industry partners through in-course assignments or competitions designed by instructors. During the pandemic, we used Riipen to add meaningful student experiences to our online graduate and undergraduate courses. As we move back into the classroom, there is a great opportunity to use technology that helped us thrive in an online teaching and learning environment to enhance student experience in brick-and-mortar classrooms.
No recording available for this presentation
Developing a culture of academic integrity
Dr. Paul MacLeod
This presentation will focus on how Individuals can initiate the development an institutional culture of academic integrity at the grassroots level. It will include a review of current literature and best practices coupled with hands-on activities and practical advice for participants to apply in their own contexts.
Afternoon Plenary Session
1:30 pm - 2:00 pm
Going WACky for 21st-Century Teaching, Learning, and Research Sustainability
Dr. Wendy Shilton
This session focuses on UPEI’s current campus-wide “culture of writing” for teaching and learning; its aim is to promote awareness about Writing Across the Curriculum (WAC) and discussion of future directions for the University’s writing-intensive (WI) courses. After a brief glance back to WAC at UPEI in the late 1990s and how student writing underpins academic inquiry, communication, and knowledge transfer, I then scope out some of the major socioeconomic and cultural influences affecting writing studies and the contemporary WAC “scene” today: e.g., digital culture, equity and social justice, transdisciplinary research, instrumentarian institutional values; and writing instructional labour. Awareness of these past and present contexts will help to prepare for consideration of the key findings to date from the 2021-2022 WI Course Review.
Conference Round Table Discussion
2:05 pm - 3:05 pm
Academic Skills Post Covid
Bill Whelan, Stacey MacKinnon, Karen Morse, Heidi Lutz, and Inge Dorsey
The pandemic has influenced how we teach, and how students learn, and as such, has likely had an influence on how students develop academic skills. This session will focus on the future, coming out of the pandemic, to identify opportunities where our academic and service departments can collectively better support the development of critical academic skills that all students need to experience success at UPEI.