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Wednesday, June 22
 

11:15 EDT

CON01.02a - Knowledge sharing through international communities of practice
The international cooperation project to be discussed in this session relates to a mobility partnership between researchers at the University College of Southeast Norway and Huron University College in Canada. The purpose of the project is to enhance the quality of education at each institution and to develop meaningful opportunities for students and faculty members to engage in short-term research opportunities and international mobility. The need for this project grew out of an increased understanding of the value international partnerships offer faculty, students, and staff. Additionally, it arose from the opportunity presented by the desire on the parts of both institutions to establish and grow meaningful and sustainable partnerships in order to increase student mobility, research, and institutional knowledge. The presentation will focus on the theme of community and global engagement, touching on the importance of engaging students in undergraduate research and experiential learning, ethical internationalization, and short-term research exchanges. What is unique about this program is our focus on collaboration at the outset, including the active desire to maintain open communication, and our belief in a model of having students, staff, and faculty engaged at every step of the process, including travel. This approach also allows for us to regularly check the outcomes and logistics of the project with those will be impacted by its continuation and growth. This presentation will outline how the project was developed, the key deliverables for the funding, and the way in which the project is being managed.
Presenters
avatar for Catharine Dishke Hondzel

Catharine Dishke Hondzel

Coordinator, Research and Learning Support, Huron University College at Western
Catharine Dishke Hondzel is the Coordinator, Research and Learning Support at Huron University College at Western University. Her research has examined the nature of learning, including classroom climate, cultural variations in creativity, and experiential learning as related to technology... Read More →
avatar for Jennifer Robinson

Jennifer Robinson

Associate University Librarian, Western University Libraries
Jennifer Robinson is the Director of Library and Learning Services at Huron University College. She has spent the past 15 years working in various librarian roles at Western University.

Additional Authors
JH

Jorunn Hegna

Jorunn Hegna is the Principal of Høgås skole, a primary school in Notodden, Norway. She has recently worked to establish a community of practice among the teaching staff. Hegna’s graduate research used a case study approach to examine the implementation of a new curriculum. Previously... Read More →
MG

Marte Gulliksen

Marte Sørebø Gulliksen is a professor for the institute for making and materiality at the University College of Southeast Norway. She is the lead of the Embodied Making and Learning research group, and her research examines the role of culture and craft in education.

Wednesday June 22, 2016 11:15 - 12:15 EDT
UCC 54A
  Community and Global Engagement

11:15 EDT

CON01.03a - Incorporating Civic Engagement in the Post-Secondary Curriculum
Higher Education has a role to play in fostering civic engagement, yet liberal arts curricula tend to reinforce the theoretical foundations of course material. Schools can promote civic engagement through debate and discussions of current events, in addition to activities that encourage connections between the students and their civic community.


This session will discuss a recent project that explored the use of non-traditional assignments to promote civic engagement in the Liberal Arts Curriculum at a community college. Examples of assignments will be shared, along with feedback from participants in a pilot project. Participants will also have the chance to review an instructional guide that is being prepared for instructors who wish to incorporate civic engagement assignments into their teaching.
Presenters
avatar for Matt Farrell

Matt Farrell

Professor, Interdisciplinary Studies, Fanshawe College
Matt is a full-time Professor of Interdisciplinary Studies in the  School of Language & Liberal Studies at Fanshawe College. He also works as a Faculty Development Consultant leading workshops to promote innovative teaching practices. Matt's research interests include learning analytics... Read More →

Wednesday June 22, 2016 11:15 - 12:15 EDT
UCC 54B
  Community and Global Engagement

11:15 EDT

CON01.03b - Assessing Intercultural Competence in Short-term Study Abroad Students: Lessons for Educators
The old adage that travel broadens the mind may not hold true for every student studying abroad. While pre-departure and in-country support for intercultural learning can help, some student still fail to develop their intercultural competence and some even go backwards (Hammer, 2012). Using a combination of quantitative (Intercultural Development Inventory) and qualitative measures, this study examines what happens in intercultural learning when students participated in a four-week field school in India, preceded by a twelve-week preparation course on the ethics of international voluntourism. Results found that, while students pre- and post-trip Intercultural Development Inventory results varied, qualitative data gave insights into student learning and revealed important lessons for educators. In an era where institutions claim to be producing global citizens and where a more globalized world makes intercultural skills a necessity (Gambino and Hashim, 2016), educators need to carefully consider how to purposefully develop intercultural skills in learners regardless of discipline (Vande Berg, Paige, and Lou, 2012). The paper argues that if we want to intentionally develop intercultural competence in students who study abroad, we need to know how students view culture and cultural issues and how different students learn differently when it comes to intercultural competence. The session's learning outcomes will include providing an understanding of how learning during study abroad occurs along multiple dimensions, and specific tools for helping students to turn challenging intercultural experiences into valuable learning opportunities. The session will also identify specific areas for improvement and growth for institutions that wish to expand their international programs.


Gambino, Giacomo, and S. Mohsin Hashim. (2016). "In Their Own Words: Assessing Global Citizenship in a Short-Term Study-Abroad Program in Bangladesh." Journal of Political Science Education. 12(1), 15-29.


Hammer, M. R. (2012a). "The Intercultural Development Inventory: A New Frontier in Assessment and Development of Intercultural Competence." In M. Vande Berg, R. M. Paige, & K. H. Lou (Eds.), Student Learning Abroad : What our students are learning, what they're not, and what we can do about it. (pp. 115). Sterling, Virginia:: Stylus.


Vande Berg, M., Paige, R. M., & Lou, K. H. (2012). "Student Learning Abroad: Paradigms and Assumptions." In M. Vande Berg, R. M. Paige, & K. H. Lou (Eds.), Student learning abroad: What our students are learning, what they're not, and what we can do about it (pp. 3-29). Sterling, Virginia: Stylus.
Presenters
LM

Lynne Mitchell

University of Guelph
Dr. Lynne Mitchell has been working in international education for over 20 years. She is currently the Director of the Centre for International Programs (CIP) and International Liaison Officer for the University of Guelph. Her current research interests include the role of international... Read More →
avatar for Andrea Paras

Andrea Paras

Assistant Professor, University of Guelph
Dr. Andrea Paras joined the University of Guelph, Political Science Department in 2012, after spending a year working at the Asian University for Women in Chittagong, Bangladesh. Her research is centered on questions that investigate the political and ethical consequences of international... Read More →

Wednesday June 22, 2016 11:15 - 12:15 EDT
UCC 54B
  Community and Global Engagement

11:15 EDT

CON01.16a - What does experiential learning mean for the humanities: A case for applied liberal arts
The pressure to graduate students with “real world skills” is significant. Repeated studies in the US and Canada demonstrate that employers and businesses want the skills provided by the BA in these areas: problem solving, critical thinking, team work and communication. But how can experiential learning further the study of Liberal Arts? We need to do more than match students to existing employers. Using the tools that students acquire through each discipline we can offer opportunities to genuinely engage with real world problems inside and outside of the classroom by adopting the classic tenets of experiential learning as developed by educational theorists over the past century: Jean Piaget, John Dewy and David Kolb.


The presentation will focus on the case study of a successful applied Liberal Arts degree at Cape Breton University, created 40 years ago. The presenters will explore how experiential learning can move beyond learning by doing. Imagine what an Applied Liberal Arts degree could be.
Presenters
CP

Chantal Phillips

Chantal Phillips is the Student Placement Officer for Experiential Learning at CBU. She formerly held the position of Academic Librarian at the University of Guelph Ridgetown campus. Her research interests include access to information for community engagement.
AV

Arja Vainio-Mattila

Dean, School of Arts and Social Sciences, Cape Breton University
Dr. Arja Vainio-Mattila is the Dean of the School of Arts and Social Sciences at Cape Breton University. Formerly an Associate Professor of Global Development Studies at Huron University College and an ongoing Docent of Development Studies at the University of Helsinki. Her academic... Read More →

Wednesday June 22, 2016 11:15 - 12:15 EDT
Weldon Library 121 (Teaching Support Centre) Western University
  Community and Global Engagement

13:30 EDT

CON02.03 - Truth and Reconciliation: Post-secondary Educators and the Calls to Action
In 2015, the final report of the Truth and Reconciliation Commission of Canada was published and released, summarizing the national tragedy and the continuing legacy of Canada’s residential school system on our country’s Indigenous peoples. The report specifically calls upon provincial governments to, “Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms” (Truth and Reconciliation Commission of Canada, 2015, p.7). This is no small task as post-secondary institutions have long been considered bastions of Eurocentric knowledge, denying or limiting Indigenous knowledges’ entrance into academia’s curricula and research (Smith, 1999) In addition, various reports outline obstacles to post-secondary success by Indigenous students, contributing to lower post-secondary attainment by this specific demographic (Malatest, 2010). Previous studies of K-12 educators have related their concerns when asked to engage in the inclusion of Indigenous perspectives and knowledge into their teaching and classrooms (Kanu, 2011), however, the understandings of post-secondary educators in implementing Indigenous knowledge has not been fully explored.


As educators in academia, we endeavour to understand our society and recount this knowledge for our students to learn, analyze and internalize. If post-secondary institutions are to address the Calls to Action as outlined by the Truth and Reconciliation Commission, then post-secondary educators will need to become familiar and comfortable with introducing and including Indigenous perspectives in their curriculum.


This presentation will provide post-secondary educators the opportunity to explore the Calls to Action, reflecting on current and future practice in relation to Indigenous cultural inclusion. This presentation will create a safe environment for participants to share their questions, stories, and inquiries into the processes and avenues of Indigenous cultural curricular inclusion. Participants will be introduced to different processes and approaches for future exploration and engagement.
Presenters
CH

Chris Hachkowski

Faculty Advisor, NUScience Explorations
Chris Hachkowski is an Assistant Professor and Principal, Aboriginal Programs with the Schulich School of Education at Nipissing University and doctoral candidate at the Ontario Institute for Studies in Education. He works with First Nation schools in Ontario, delivering Aboriginal... Read More →

Wednesday June 22, 2016 13:30 - 14:20 EDT
UCC 54B
  Community and Global Engagement

13:30 EDT

CON02.12 - Motivating Learning in an Introductory Women's Studies Course: Flexibility, Reflection, Experience
Introductory Women’s Studies (WS 101) at a mid-sized, STEM-oriented, comprehensive university can be a challenge. Potential resistance to new information and ideas can be compounded in a large class, of which a significant number of learners are not there by choice (WS 101 is required for some). Although several come in having already been introduced to social justice principles, many of the 150 learners are uncertain about feminism’s relevance. Resistance, however, is both necessary and welcome in the formation of critical thinking (Lather, P. 1991. Getting Smart). Our workshop puts participants in direct contact with course processes that motivated learners to go beyond their own expectations and succeed in experiential learning, flexible authentic assessment, and critical reflection.


Redesigning the course in 2015 to involve experiential opportunities, the Instructor and a Librarian brought students into our Special Collections & Archives to transcribe and digitize century-old notes by a suffragist. Students also visited community organizations, critically reflecting through Intellectual Response Papers. Take-home examination questions brought weekly mini-journals back into view for students to reflect post-course on their learning through evolving theoretical lenses (Schön, D.A., 1983. The Reflective Practitioner).

Learners initially expressed uncertainty about their ability to accomplish tasks such as transcribing cursive script, or applying concepts to local sexual health organizations possibly unaligned with their own moral stances. By the end of the course, they had taken up alternate format assignments based on local field experiences of direct personal relevance (Svinicki, M. 2004. Learning and Motivation in the Postsecondary Classroom; Kuh, G. 2008. High Impact Educational Practices).

By the end of the session, participants will have attempted their own transcription, responded to at least one journal prompt, and engaged with students and the course team, in order to consider how similar techniques might transfer to their own contexts.
Presenters
BB

Brianna Bennett

Brianna Bennett is a student at the University of Waterloo.
JB

Jessica Blackwell

Jessica Blackwell is Special Collections and Archives Librarian at the University of Waterloo.
TB

Tatianna Brierley

Tatianna Brierley is a student at the University of Waterloo.
avatar for Trevor Holmes

Trevor Holmes

Senior Instructional Developer, University of Waterloo
Trevor Holmes is an educational developer with a background in cultural studies and English literature. He teaches in the Women's Studies program at the University of Waterloo where he is also a Senior Instructional Developer at the Centre for Teaching Excellence.
EL

Emily Lorentz

Emily Lorentz is a student at the University of Waterloo.
MV

Meghan Voll

Meghan Voll is a student at the University of Waterloo.

Additional Authors
KA

Katrina Ackerman

Katrina Ackerman recently defended her Doctoral dissertation at Waterloo and has taken up a Postdoctoral Fellowship at the University of Regina.
MS

Wednesday June 22, 2016 13:30 - 14:20 EDT
UCC 146
  Community and Global Engagement

13:30 EDT

CON02.18 - Building Student-Faculty Partnerships in Curriculum Development and Community Engagement
NOTE: this session has moved locations to Weldon Library 121.

Student engagement is vital in creating a highly enriched academic experience. Activities that engage students can be transformative, extending beyond participation within the traditional classroom setting, and include valuable experiential learning strategies1. These can be created through faculty-student partnerships that fall within an engagement framework that includes five major elements – personal, academic, intellectual, social and professional engagement – and promote a deeper understanding and application of course content2,3. The objective of this proposed workshop is to introduce the conference participants (i.e., faculty, staff and students) to various models of student engagement and how to implement them in their own research. A team of faculty and students will co-present three models of student engagement that are centred on student leadership. These student-led activities include
1) creating interactive hands-on undergraduate, teaching laboratory exercises,
 2) incorporating interactive online applications within the classroom for formative assessment, and
3) engaging in the development of public education tools through community programs.

Our demonstrations will engage the audience using hands-on activities that have been designed by students, use of online applications for assessment and scenarios that showcase the significance of student engagement. Using these models, we will focus on how to build student-faculty partnerships that place value on the student experience, creativity and motivation. Participants will also have the opportunity to reflect on their own practices involving student engagement, and through open discussions, share their experiences on student-faculty partnerships. Finally, through student testimonials we will highlight how making students partners in their academic experience creates an open learning environment, fosters a sense of pride among students and develops meaningful professional relationships for students and faculty.

1. Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24(4), 569-608.

2. Pittaway, S. M. (2012). Student and staff engagement: Developing an engagement framework in a faculty of education. Australian Journal of Teacher Education, 37(4), 3.

3. Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
Presenters
DC

Dora Cavallo-Medved

Dora Cavallo-Medved, PhD, is faculty member in the Department of Biological Sciences at the University of Windsor. She teaches Introductory Biology for Science majors and engages undergraduate science students in curriculum development and public education. She is also a recipient... Read More →
ME

Mitchell Elliott

Mitchell Elliott is a graduate from the University of Windsor and currently a medical student at the University of Toronto. Mitchell has developed online assessment tools for first year biology students and public education materials for the Faculty of Science and the Windsor Cancer... Read More →
MG

Melanie Grondin

Melanie Grondin is a third year undergraduate biology student at the University of Windsor. Melanie has developed online assessment tools for first year biology students and public education materials for the Faculty of Science and the Windsor Cancer Research Group.

Wednesday June 22, 2016 13:30 - 14:20 EDT
Weldon Library 121 (Teaching Support Centre) Western University
  Community and Global Engagement

14:45 EDT

CON03.03 - Can’t see the forest for the trees? or is it: Can’t see the roots for the leaves?
The co-creators of this fifty minute workshop teach a course within a professional social work program called Advancing Social Justice. The course is grounded in a hybrid learning theory labeled “transformative experiential pedagogy” (Campbell and Baikie, 2013, p. 454) and relies on a teaching methodology called critically reflective analysis. As an adaptation of the Fook/Gardner model of critical reflection (Baikie, Campbell, Thornhill, & Butler, 2012; Fook & Gardner, 2007) this methodology emphasizes the need to “explicitly surface the fundamental values, assumptions and beliefs that inform personal and/or professional perspectives and behaviours” (Campbell and Baikie, 2013, p. 453). The instructors have developed a myriad of metaphors, exercise, and resources to enrich the teaching and learning process in the context of both face to face and on line instruction.

As this is an interactive workshop the presenters will assume that most participants are familiar with the theoretical foundations of transformative education and will only briefly theoretically situate their work. After presenting the ‘The Tree Metaphor’, a reoccurring metaphor used throughout the course (hence the workshop title), they will lead participants though three experiential exercises: ‘Should I sleep with my boyfriend?’, ‘Why are we changing maps?’, and ‘Creation stories’. Although time constraints mean that each exercise will be explored in an abbreviated form session participants will engage in small and large group discussions, role plays, and watch a short video.

Through participating in this workshop participants will
  • Be able to theoretically situate the metaphors, exercises, and resources shared during the session
  • Experience, in an abbreviated fashion, some of the experiential classroom exercises designed to aid students in surfacing, identifying, and potentially changing assumptions
  • Learn how these experiential exercises are utilized within face to face and on line instruction

Baikie, G., Campbell, C., Thornhill, J., & Butler, J. (2012). An on line critical reflection dialogue group. In J. Fook & F. Gardner (Eds.), Critical reflection in context: Specific applications in health and social care. Oxford: Routledge.

Campbell, C. & Baikie, G. (2013) Teaching critical reflection in the context of a social justice course. Reflective Practice, 14 (4). Available from http://www.tandfonline.com/doi/full/10.1080/14623943.2013.806299#.UcMYgkrTC2U

Fook, J., & Gardner, F. (2007). Practising critical reflection: A resource handbook. Berkshire: Open University Press.
Presenters
CC

Carolyn Campbell

Carolyn Campbell is an Associate Professor at the School of Social Work, Dalhousie University. As an educator and social worker she has focused on congruence between the content and processes of education for critical practice. She is Past President of the Canadian Association for... Read More →

Additional Authors
GB

Gail Baikie

Gail Baikie is an Assistant Professor at the School of Social Work, Dalhousie University. She has had a lengthy professional career primarily related to the social development of Indigenous peoples. The identification and development of decolonizing and indigenous methods for research... Read More →

Wednesday June 22, 2016 14:45 - 15:35 EDT
UCC 54B
  Community and Global Engagement

15:45 EDT

CON04.01 - Empowering Emerging HR Professionals to Create Innovative e-Learning Modules: Challenges, Opportunities and Learning Transfer
In the past decade, the use of technology to facilitate learning is arguably one of the most significant trends impacting educational institutions and workplaces in Canada. Post secondary institutions and organizations are increasingly taking greater advantage of new technologies to deliver better education and improve workplace training. Research demonstrates that over 77 percent of organizations believe that e-learning is becoming more important strategically to the learning strategy within their organizations (Saks & Haccoun, 2016). Students who study human resources are increasingly being called upon to expand their focus on the technologies that drive change within organizations through effective training and development strategies (Card & Sivak, 2014).


Students in a graduate certificate Human Resources program were given the opportunity to develop the digital competencies that are required in the modern workplace by designing an asynchronous online learning module. In this session we will share our approach to preparing students to facilitate change within organizations by successfully creating online learning modules. Students were able to expand their digital competencies and apply these skills to new contexts, going on to create online modules for another training project working with not-for-profit industry partners. We will share the results of surveys that were completed before and after the semester-long learning experience to explore the students’ self-assessment regarding their motivation to learn new digital competencies, self-efficacy towards achieving their learning goals, and their self-confidence in applying their learning as they move into the workplace.


During this session, participants will have the opportunity to discuss their personal experiences of integrating technologies that support technical competency, explore examples of online learning modules via their mobile devices, and contribute to the development of a collaborative list of resources used to facilitate the creation of online modules.
Presenters
HC

Holly Catalfamo

Holly Catalfamo is a Coordinator and Professor of the Human Resources Management Programs in the School of Business and Management at Niagara College.
avatar for Barbara Smith

Barbara Smith

Educator, Niagara College
Barbara Smith is a Professor in the School of Business and Management at Niagara College. She also facilitates online courses for Ontario Learn.

Wednesday June 22, 2016 15:45 - 16:35 EDT
UCC 37
  Community and Global Engagement

15:45 EDT

CON04.04 - Acting out gender: Using theatre of the oppressed to enact a gender studies curriculum
In colleges and universities across Canada, the availability of gender studies courses is increasingly scarce and the recent closures of women’s studies departments only decreases the options for students wishing to explore gender and sexuality issues in nuanced ways as part of their post-secondary education. How do we address, in the first instance, the increasingly significant gap between theories of sex and gender in the academy and the practice of sex and gender education for young people both in high schools (where gender studies curricula exist, but are infrequently offered) and at college/university? In the second instance, how do we encourage the exploration of sex and gender issues in classrooms beyond those dedicated to gender studies?

This session introduces participants to Augusto Boal's Theatre of the Oppressed (1979), a collection of public, performance-based-pedagogy models (PBP), and explores the pedagogical capacity of Theatre of the Oppressed to enact a gender studies curriculum. This session will allow participants to explore their creative side while providing space for critical reflection, self-interrogation and reflexivity. The performative nature of this session will confront the privileged, disembodied ways of learning and knowing that remain entrenched in many K-12 and undergraduate learning environments. This session seeks to demonstrate the power of alternative practices to shape different critical conversations and offer tools for those leading teacher-training sessions on gender studies and related anti-oppression curriculum material.
Presenters
avatar for Danielle Carr

Danielle Carr

Danielle Carr is a Ph.D. candidate at the Faculty of Education in the Critical Policy, Equity and Leadership program. In her 2nd year, Danielle is exploring the use of performance-based pedagogy for enacting critical education and exploring gender issues with youth.

Additional Authors
avatar for Kim Solga

Kim Solga

Professor, Western U
Kim is a scholar of urban and feminist performance theory and is a founding faculty member in Western’s Theatre Studies (undergraduate) program. Among Kim's books are Theatre and Feminism (2015), A Cultural History of Theatre in the Modern Age (2017), and Violence Against Women... Read More →

Wednesday June 22, 2016 15:45 - 16:35 EDT
UCC 56
  Community and Global Engagement

15:45 EDT

CON04.07 - Developing a campus-wide service-learning program
Service-learning is one method of experiential learning that has been identified as a high impact practice related to work-integrated learning in Ontario. With this understanding, the Centre for Teaching and Learning at Humber College has included service-learning as one area for growth on campus.

The following session is for participants who want to learn how Humber College went about raising the profile of service-learning on campus, and developing and implementing a service-learning framework for faculty. The session will conclude with a discussion on the successes and challenges faced, and participants will be given an opportunity to provide critical feedback on the process.
Presenters
avatar for Melissa Gallo

Melissa Gallo

Associate Director, Advising and Career Services, Humber College
Melissa Gallo is the Associate Director, Advising and Career Services at Humber College ITAL. Previously, she was working in the Centre for Teaching and Learning at Humber College ITAL as a Faculty Resource Consultant for Service-Learning. In this role she was responsible for researching... Read More →

Wednesday June 22, 2016 15:45 - 16:35 EDT
UCC 60
  Community and Global Engagement

15:45 EDT

CON04.19 - Laughing Matters: Humour as a Teaching and Learning Value for Empowerment
This interactive workshop will explore the significance of humour and pedagogy in a variety of post-secondary learning settings. These include large lectures and small group discussions in intramural classrooms, online learning, clinical settings, science labs, community colloquia including members of the public and studio instruction. These learning settings reflect the multidisciplinary specializations of our group, which includes ten faculty members from medicine and surgery, law, business and commerce, physical sciences, social sciences, humanities and music performance. Workshop participants will be encouraged to reflect on actual situations that they have encountered as teachers and learners involving humour. They will also share and consider their own experiences with humour in the classroom.


Student engagement includes empowering learners to be knowledgeable citizens in a variety of social contexts. Teacher-student, student-student connections and student engagement are indeed facilitated by the use of humour in class (Strean 2008, p. 75). Of course, humour is bounded to social, linguistic and cultural perceptions. Nevertheless, it can be used as an effective teaching tool (Berk 1996, p. 72). Humour is a useful pedagogical strategy for introducing and teaching controversial or “sensitive” subject matter. It has the potential to reduce feelings of anxiety and isolation in students and also in the instructor. Humour is also an effective way to bring individuals out of their shells. It helps in reducing classroom tension and actively promotes the retention of subject matter through memorable teaching moments.

The class as a learning community, which includes the teaching team and the students collectively, shares the responsibility for creating and maintaining a safe learning environment in which humour is not used to undermine or demean individuals or specific groups, but rather to strengthen and enrich their individual and collective experience. Humour during controversial discussions often underlies equity issues in the classroom.

Hands on techniques and insights for enhancing student learning and empowerment through the use of humour will be shared.

Topics for discussion will include:
  • Using humour as an icebreaker at the start of courses or to introduce new topics in a course.
  • Exploring cultural differences regarding the use of humour
  • Relatedly, how do we deal with situations of what some might consider to be “inappropriate” laughter which might occur in situations of tension and controversial discussion? Are we equipped as instructors to deal with “emotions” in the classroom including joy or bitter laughter?

References
Berk, Ronald A. (1996). “Student Ratings of 10 Strategies for Using Humor in College Teaching” in Journal on Excellence in College Teaching, 7 (3), 71-92.

McGraw, Peter & Warner, Joel (2015). The Humor Code: A Global Search for What Makes Things Funny. New York, NY: Simon & Schuster.Strean, William B. (2008). “Evolving Toward Laughter in Learning” in Collected Essays on Learning and Teaching, 1. 75-79.

Presenters
avatar for Patrick Maher

Patrick Maher

Dr. Pat Maher is an Associate Professor and Chair of the Department of Community Studies at Cape Breton University. He is a 3M National Teaching Fellow (2014), Editor of the Journal of Experiential Education and Associate Editor of the Canadian Journal for the Scholarship of Teaching... Read More →
JM

Jacqueline Murray

Jacqueline Murray is Professor of History, a 3M National Teaching Fellow and Director of the First-Year Seminar Program at the University of Guelph in Guelph, Ontario, Canada. She has pioneered and co-authored several publications regarding the use of enquiry-based learning pedagogy... Read More →
avatar for Rosemary Polegato

Rosemary Polegato

Professor, Mount Allison University, The Ron Joyce Centre for Business Studies
Rosemary PolegatoProfessor of Commerce3M National Teaching Fellow
CT

Cameron Tsujita

Cameron Tsujita is Assistant Professor of Paleontology in the Dept of Earth Sciences at Western University.
MV

Maureen Volk

Maureen Volk is Dean pro tempore and Professor of Piano at Memorial University of Newfoundland.
JW

Jonathan White

Jonathan White is Professor & Tom Williams Chair in Surgical Education, Department of Surgery Faculty of Medicine & Dentistry, University of Alberta

Additional Authors
CB

Carol B. Duncan

Carol B. Duncan is Professor of Religion and Culture at Wilfrid Laurier University.
DM

Donna Marie Eansor

Donna Marie Eansor is Professor of Law at the University of Windsor's Faculty of Law.
PC

Philippe Caignon

Philippe Caignon is Professor of Translation Studies, Director of the MA program in Translation Studies and the Director of the Centre for Teaching and Learning at Concordia University.
PL

Pippa Lock

Pippa Lock is Assistant Professor of Chemistry at McMaster University.

Wednesday June 22, 2016 15:45 - 16:35 EDT
Mustang Lounge (UCC) Western University
  Community and Global Engagement

16:45 EDT

POSTER.01 - The Impact of Community Engaged Education on Undergraduate Student Development
Community engagement is an educational experience through which students learn course concepts by interacting with a specific community to produce public benefit. It is a pedagogical method that offers a wide range of positive impacts on student development (Furco, Jones-White, Huesman & Gorny, 2012). While community engaged learning methods have been practiced in the United States for several decades, this approach has recently become more widespread in Canadian universities (Chambers, 2009).


This study investigated the impacts of community engagement on undergraduate students in a high enrollment (190 students) second-level neuroscience course at McMaster University (Hamilton, Ontario) during the winter semester of 2016. A pre-survey was administered in January and a post-survey was administered in March following students’ community engagement experiences. The survey used a 5-point Likert agreement scale to assess student experience. It was hypothesized that community engagement would promote student development across four themes: academic development, civic responsibility, professional skill development, and personal skill development. Based on previous research, the largest impact was expected to occur in professional and personal skill development (Astin & Sax, 1998; Furco et al., 2012). Descriptive statistics indicated that the greatest changes in student perceptions occurred in the theme of academic development, specifically in understanding of course content, academic value, and student-faculty interactions. There were no changes in student perceptions observed for questions on future community engagement plans and value of reflection. Student perceptions in both pre- and post-surveys remained positive for 21 of 26 survey questions, suggesting that community engagement benefits student development in areas that they originally predicted. Findings from this study could be used to guide further areas of research and to assist with course design for other instructors. Future directions may include using focus groups to capture a greater understanding of the impacts of community engagement on student development.
Presenters
DW

Deanne Wah

Deanne Wah is a fourth year Honours Biology student pursuing a Minor in Psychology at McMaster University. Her thesis project explores the impacts of community engaged learning on undergraduate student development. Additionally, Deanne is interested in neuroendocrinology. She... Read More →
UZ

Urszula Zoladeski

McMaster University
Urszula Zoladeski is an Honours Biology student at McMaster University. The focus of her academic career is animal and human behaviour, specifically human learning and cognition. Participating in McMaster’s MacEngaged program as a second year student sparked her interest in service... Read More →

Additional Authors
AK

Ayesha Khan

Dr. Ayesha Khan is an Assistant Professor at McMaster with the Department of Psychology, Neuroscience & Behavior. Her research interests explore enhancement of undergraduate student experience through experiential education and ways through which social loafing can be decreased... Read More →
CT

Cristina Tortora

Cristina Tortora is a Postdoctoral Fellow in the Department of Mathematics & Statistics at McMaster University.
MM

Mirella Mazza

Mirella Mazza is an Honours Biology graduate of McMaster University. She is currently a Nursing student at the University of Toronto.
PM

Paul McNicholas

Paul McNicholas is the Canada Research Chair in Computational Statistics and a Professor in the Department of Mathematics & Statistics at McMaster University.

Wednesday June 22, 2016 16:45 - 18:00 EDT
Atrium, Physics & Astronomy Building Western University
  Community and Global Engagement

16:45 EDT

POSTER.02 - Community Nursing Students Food Asset Mapping Project
Teaching student nurses how to navigate the system to facilitate people’s access to resources for health is challenging for nurse educators. Access to food is one of the basic human needs and is important as a social determinant of health (Buck-McFadyen, 2015; Johnson, Williams, & Gillis, 2015; Roncarolo, Adam, Bisset, & Potvin, 2015). As part of their Community and Family Health Nursing placement, undergraduate nursing students worked with a graduate student from the Human Environments Analysis Laboratory and a neighbourhood family centre in a food asset mapping project to explore where food was available to residents of an urban neighbourhood. Nursing students also interviewed residents to learn about their experience in accessing food for themselves and their families. The information on food sources was mapped to indicate the location and cost of food available in the neighbourhood. Critical analysis of the residents’ food stories identified barriers to food security as well as strategies individuals used to access food for themselves and their families. The food asset map and residents’ food stories were shared with the community residents and service providers. This project increased students’ knowledge of community resources and increased student sensitivity to the issue of food insecurity. It promoted community capacity building by mapping food assets and developing a sustainable tool for families and service providers to assist in navigating the system when accessing food sources. A poster of this innovative teaching project will increase general awareness of the issue of food insecurity and the contribution of students’ work in community practice as well as provide opportunities for community members and academics to discuss and explore possible next steps for this project.
Presenters
PB

Pat Bethune-Davies

Pat Bethune-Davies is a Registered Nurse with a clinical background in community health and a broad range of experience in nursing education. She is the course lead in the Health Promotion and Caring for Families and Communities in the BScN Program at Fanshawe College in London... Read More →
AL

Anne Lamesse

Anne Lamesse is a Registered Nurse with a clinical background in outpost nursing and a broad range of experience in nursing education. She is the Year 2 Coordinator of the BScN Program at Fanshawe College in London, Ontario.

Wednesday June 22, 2016 16:45 - 18:00 EDT
Atrium, Physics & Astronomy Building Western University
  Community and Global Engagement

16:45 EDT

POSTER.03 - Living with Spinal Cord Injury: Teaching innovations in a first-year seminar course
Influenced by research from other institutions, the University of Guelph has implemented first-year seminar (FYS) courses to help new students undergo a successful transition into a university learning environment (Andrade, 2009; Ross and Boyle, 2007). These courses allow students to interact with faculty, graduate students, and their peers in small, engaging, research-intensive, and learner-centred groups that focus on creative and unique topics. During the winter semester of 2015, we designed a FYS course that explored the physical, social, emotional, psychological, and economical phenomena that may be experienced by an individual living with a spinal cord injury (SCI). The course was designed to provide an interdisciplinary and interactive learning experience through group-based activities, experiential learning, laboratory sessions, and guest lectures. The primary goal of the course was to develop transferable skills such as research, communication, and problem solving, while cultivating a love of learning. The students studied the anatomy of the spinal cord and peripheral nervous system with respect to cervical SCIs, and also learned from the perspectives of guest-lecturers with SCIs in order to foster their awareness of issues and common experiences within the SCI community. Assignments were aligned with course outcomes to facilitate the construction of knowledge within these areas (Biggs, 1996). Together, the assignments and teaching practices helped to shape the students into advocates for SCI and accessibility through community engagement.

This poster aims to provide a forum for discussion with the instructors and past students of the FYS course to share teaching experiences, and ideas for innovation in other early post-secondary courses. Thus, by visiting this poster presentation, attendees will be able to:

  • Discuss the challenges and opportunities of teaching first-year students with different backgrounds and interests
  • Identify potential successes and failures of course design from the perspectives of both the instructors and the students

Presenters
avatar for William Albabish

William Albabish

William Albabish is a PhD candidate in the Department of Human Health and Nutritional Sciences at the University of Guelph. His research focuses on the creation of dissection-based audio-visual material to enhance the learning experience of students.
SM

Sean McWatt

Ph.D, Student, University of Guelph
Sean McWatt is a PhD Candidate in the Department of Human Health & Nutritional Sciences at the University of Guelph. His research focuses on human anatomy dissection, photography, and the creation, implementation, and evaluation of digital education modules in undergraduate human... Read More →

Additional Authors
BJ

Brooklyn Joyce

Brooklyn Joyce is a second-year undergraduate student studying Human Kinetics at the University of Guelph. She is interested in pursuing a career in the field of injury prevention and biomechanics, specifically, the study of spinal cord injury. Brooklyn volunteers with SpinFit, an... Read More →
CC

Christian Cheung

Christian Cheung is a second-year undergraduate student studying Human Kinetics at the University of Guelph. His interests lie in the study of biomechanics and human anatomy. His current goals are to continue to build on his previous research experience and supplement his undergraduate... Read More →

Wednesday June 22, 2016 16:45 - 18:00 EDT
Atrium, Physics & Astronomy Building Western University
  Community and Global Engagement

16:45 EDT

POSTER.04 - Engaging Communities and Empowering Learners: An Assessment of Internship Programs in Critical Liberal Arts Curriculum
Experiential learning opportunities through internship programs are increasingly part of university student experiences. This poster presents a faculty, community and student assessment of a newly developed internship program in criminology and addictions at the University of Saskatchewan. Addressing the conference themes of ‘learner motivation’ and ‘community and global engagement’, we discuss student, community and faculty perceptions of program successes as an educational and career readiness tool, with concerns relative to its placement in wider liberal arts education.


Current research about criminal justice internships have stressed the benefits related to academic development, buttressing classroom learning, personal growth, career readiness, professional skills, and networking (Murphy, Merrittt and Gibbons, 2013; Hiller, Salvatore and Taniguchi, 2014); showing positive appraisals from students and community supervisors (George, Lim, Lucas and Meadows, 2015). Studies of curriculum have also demonstrated students’ positive assessment of coursework in criminology and criminal justice to prepare them for real world internships (Ross and Elechi, 2006). Less addressed are student, community and faculty perceptions of the importance of these internships within a liberal arts curriculum.


Preliminary findings put forward pedagogical and career related benefits of internships and verify student perceptions that undergraduate coursework prepares them for fieldwork. We identify differences, however, across universities in academic coursework and perceptions of the fit between liberal arts education and internship learning. On the one hand internships are viewed as preparing students more for specific jobs (e.g. correctional workers) and are of less value to teaching competencies for the liberal arts (e.g. critical thinking and effective citizenship). On the other hand, internships are said to support students to become critical, creative and reflective about the society that they live. Following recommendations about best practice, we put forward a pedagogical approach that allows students to situate their internships in critical dialogues supported through writing assignments and classroom-based learning.
Presenters
CB

Carolyn Brooks

Carolyn Brooks is an associate professor of sociology at the University of Saskatchewan. Her research and publications focus on youth resilience, the politics of punishment, violence, and visual and community based participatory research methods.

Wednesday June 22, 2016 16:45 - 18:00 EDT
Atrium, Physics & Astronomy Building Western University
  Community and Global Engagement

16:45 EDT

POSTER.05 - Experiential learning: A case study of co-operative experience of undergraduate pharmacy students
This research study explores the co-operative experience of undergraduate pharmacy students with a focus on its influence on the students’ professional and personal development. Kolb’s (1984) four-stage experiential learning cycle – (1) experience, (2) reflection on experience, (3) theory and abstract concepts, and (4) practice and testing of concepts – is the theoretical framework for my study. Data was collected through semi-structured interviews and focus groups with 19 pharmacy students from the first graduating class in this program, 12 co-op employers, and 12 faculty members. The impact of experiential learning on the professional and personal development of undergraduate pharmacy students during their co-op experiences was multi-dimensional. While students believed that they gained self-confidence and achieved self-discovery and career-related discovery after their co-op placements, their professional and personal development could be driven by their own motivation and personality. Co-op employers and co-op sites played a role in influencing students’ individual development. Despite the unstructured and inconsistent nature of co-op, it was evident that co-op offered students the opportunity to explore the diversity of the pharmacy profession. The findings suggested that students should take ownership of their learning; and faculty should supplement students’ learning by using teaching moments at school to reinforce and re-align the knowledge and skills acquired in class and those gained during real-world practice. Based on my research, I was able to propose a model of co-op experience integrated in the four stages of Kolb’s experiential learning cycle. A hybrid of both structured and unstructured experiential learning for pharmacy students might be an ideal curricular model.
Presenters
avatar for Certina Ho

Certina Ho

Assistant Professor, University of Toronto
Certina is a graduate of the Leslie Dan Faculty of Pharmacy, University of Toronto. She obtained her graduate degrees in Library and Information Science and in Education from the University of Toronto. She completed her PhD dissertation at the Ontario Institute for Studies in Education... Read More →

Wednesday June 22, 2016 16:45 - 18:00 EDT
Atrium, Physics & Astronomy Building Western University
  Community and Global Engagement
 
Thursday, June 23
 

10:30 EDT

CON05.02 - Not Your Grandfather’s Racism: Challenging Microaggressions in the Classroom
The climate of higher education today features a polarizing tension: Debates over political correctness and complaints about reverse discrimination abound. Concomitantly, universities pursue internationalization and cultural competencies. Within this complex learning environment, many disciplines require students to engage in intercultural group work, which is difficult as little is done to prepare students for intercultural groups.

Even in faculties with a curricular focus on issues of inclusion, diversity and equity, immigrant and racialized students report feeling marginalized by microaggressions in group work (Dunn, McKean, & Hoang, 2014). Arguably, all students are being failed if studying about inclusion and diversity does not translate into practices of inclusion and diversity within the academic context. Moreover, this subverts the goals of true internationalization and — of greater concern — presents the prospect of students cementing negative stereotypes as an outcome of their educational experiences.

Our interactive workshop will introduce participants to Collaborating across Cultures: Intercultural Group Work, a video project informed by the tradition of Theatre of the Oppressed. The video’s primary objective was to help instructors and students achieve greater intercultural understanding in order to enhance collaboration. An unexpected outcome has been that all those who participated in developing the video — and students who have participated in sessions based on it — have expressed a deep sense of empowerment, agency, and recognition of possibilities for change.

In this interactive session, we will show a few of the video segments in Collaborating across Cultures: Intercultural Group Work. Some of the graduate students involved with this project will then utilize Boal’s Forum Theatre method to have participants re-enact one of the video vignettes and interrupt the microaggressions. Participants will be given access to the videos and learning guide.

Dunn, P., McKean, M. & Hoang, A. (2014). Faculty of Social Work Equity Climate Survey Report. Kitchener: Faculty of Social Work, Wilfrid Laurier University.




Presenters
NL

Nadine LeGros

Educational Developer, Intercultural Communication, Wilfrid Laurier University
Nadine LeGros works at Wilfrid Laurier University as and Educational Developer, Intercultural Communication, working with faculty to infuse intercultural content into their curricula. Nadine co-created the video, Collaborating Across Cultures: Intercultural Group Work, a film about... Read More →
DM

Deena Mandell

Professor, Wilfrid Laurier University
Deena Mandell is a full-time faculty member in Social Work at Wilfrid Laurier University, and is a Laurier Teaching Fellow. She initiated and coordinates a program to support students previously educated in a non-North American language or culture, and she is actively involved in... Read More →
WS

WLU Student Presenters

Bharat Khatiwada, Kevin de Ruiter, & Sara Nawaz are all recent graduates of the Masters of Social Work program at Wilfrid Laurier University. They have all devoted a great deal of time to the Social Inclusion, Diversity, & Equity Committee.

Thursday June 23, 2016 10:30 - 11:20 EDT
UCC 54A
  Community and Global Engagement

10:30 EDT

CON05.03 - Introducing Service Learning into a Basic Research-Intensive Academic Setting: A Canadian University’s Psychology Department as a Case Study
A research-intensive Psychology department uses its research strength to recruit prospective undergraduates. Many are attracted to the department for this reason and a certain number pursue postgraduate training. However, the vast majority who do not pursue research careers are better served by capitalizing on the transferability of their content knowledge and scholarly abilities. Consequently, the department, aided by the university’s Community Engaged Learning (CEL) staff, has developed four problem-based service learning courses. A faculty member and CEL staff member will reflect on how the university-community research partnerships spawned by these courses both enhance student learning and extend the university’s reach beyond campus. A director of one community organization will describe how his agency has benefited from collaboration with the instructor and students. The latter part of the workshop will involve breakout groups and a poster session showcasing the range of useful “deliverables” to community agencies arising from the partnerships.

By the end of this workshop participants should be able to:
• Contrast different models of service learning.
• After conversing with a prospective community partner, generate at least one scholarly product that could meet both their own course learning goals and the expressed need of an organization in their community.

References

Bloom, K. (2014). Putting research to work in the community. Academic Matters (OCUFA), June, 23-26. http://www.academicmatters.ca/2014/06/putting-research-to-work-for-the-community/

Bringle, R.G., Reeb, R.N., Brown, M.A., & Ruiz, A.I. (2015). Service learning in psychology: Enhancing undergraduate education for the public good. Washington, DC: American Psychological Association.

Stoeker, R. & Tryon, E. (2009). The unheard voices: Community organizations and service-learning. Philadelphia, PA: Temple University Press. Ch 1 available (free of charge) at: http://www.temple.edu/tempress/titles/2023_reg.html

Phipps, D.J., & Shapson, S. (2009). Knowledge mobilization builds local research collaborations for social innovation. Evidence and Policy: A Journal of Research, Debate and Practice, 5(3), 211-27. http://www.ingentaconnect.com/content/tpp/ep/2009/00000005/00000003/art00002
Presenters
MA

Michael Annett

Michael Annett has been with the London Withdrawal Management Centre (Salvation Army Centre of Hope) for the past decade. Michael has over 20,000 hours of direct client service care. He has a deep passion for working clients struggling with addiction issues.
JA

Justin Arcaro

Following the completion of a Master’s in Neuroscience, Justin returned to Western University as a Psychology student to bridge the knowledge gained through his background in both neuroscience and biochemistry. Since 2014, he has worked as the Research Associate for Dr. Elizabeth... Read More →
SH

Stephanie Hayne Beatty

Associate Director, Experiential Learning, Western University
Stephanie Hayne Beatty is the Associate Director of Experiential Learning in The Student Success Centre at Western University. She is currently pursuing her Doctor of Education through Western’s Faculty of Education, and has worked in the area of Community Engaged Learning for more... Read More →
LB

Lisa Boyko

Community Engaged Learning Coordinator
Lisa Boyko completed her Masters of Education in Educational Psychology at Western University and has spent the last two years serving as a Community Engaged Learning Coordinator of Curricular Programs within the Student Success Centre at Western University.
RE

Ron Elliott

Ron Elliott is the Executive Director of Westover Treatment Centre in Thamesville, Ontario. Prior to this role, he practiced pharmacy, spending 32 years as an owner/operator of Shoppers Drug Marts in London and St. Thomas, Ontario. He is also past board President and current board... Read More →
RH
LJ

Laura Johnson

Laura Johnson graduated in 2015 from Western with an Honours Specialization in French and Linguistics and a Major in Psychology. She returned in 2016 to complete the requirements for an Honours Specialization in Psychology. Her Honours thesis, on antisocial personality traits and... Read More →
DS

Donald Saklofske

University of Western Ontario
Don Saklofske is a Professor of Psychology at Western University. He is a Fellow of the Association for Psychological Science and the Canadian Psychological Association. His research and teaching focus on personality, intelligence including emotional intelligence, individual differences... Read More →
LS

Leora Swartzman

Leora Swartzman is an Associate Professor of Psychology at Western, with research and teaching interests in Health Psychology. Her administrative role as Undergraduate Chair plus those of Clinical Practicum Coordinator and Communication and Outreach Coordinator drive and inform her... Read More →
PT

Paul Tremblay

Paul Tremblay, Assistant Professor in Psychology at Western University, has developed a number of statistics courses at the graduate level and an undergraduate course in qualitative research methods. He is committed to developing the best curriculum and research methods training for... Read More →
VW

Victoria Wiebe

Victoria Wiebe is an undergraduate Psychology student at Western University. Her research interests include the role of formative experiences in mental illness, and autobiographical memory in clinical populations. She completed a placement at Addiction Services of Thames Valley (2015-2016... Read More →
SW

Samantha Wiendels

Samantha Wiendels is an undergraduate psychology and criminal justice student at Brescia University College. Currently, her research explores supportive housing options, and service gaps within the continuum of care post-detoxification. She is conducting both research and engaging... Read More →

Additional Authors
RH

Riley Hinson

Riley Hinson is an Associate Professor of Psychology and Chair of NonMedical Research Ethics Board at Western University. Formerly a Research Scientist at the Addiction Research Foundation and nine years as Academic Constituency Member on CAMH Constituency Council. Teaching and research... Read More →

Thursday June 23, 2016 10:30 - 11:20 EDT
UCC 54B
  Community and Global Engagement

10:30 EDT

CON05.06 - The Transformative Potential of High Impact Service-Learning Experiences: A Campus-Community Collaboration in Action
This workshop explores the transformative potential of community service-learning (CSL), highlighting how this pedagogical approach equips students with the ability to adapt and apply their skills and knowledge towards social change in diverse contexts. Substantively, a campus - community collaboration between the Regional HIV/AIDS Connection (London, Ontario) and Brescia University College’s Community Development Program is highlighted.

We conceptualize CSL as a transformational learning model. Specifically:

When something unexpected happens, when a person encounters something that does not fit in with his or her expectations of how things should be, based on past experience, the choices are to reject the unexpected or to question the expectation. When people critically examine their habitual expectations, revise them and act on the revised point of view, transformative learning occurs. (Cranton 2006: 19).

CSL provides the potential for this kind of transformation when students are taken outside of their comfort zones and exposed to the “underside” of CSL. Specifically, when previously held assumptions are uncovered that students are not prepared to process, they can either resist change or embrace change as a result of the new experiences and ideas to which they are exposed. (Jones et al. 2005:4).

During this session, participant engagement will include reflection and dialogue around how to prepare students for community experiences that take them outside of their comfort zones, highlighting the importance of de-briefing and reflection, both during and after the experience. Workshop participants will also take part in a CSL experience simulation, designed to explore and reduce the stigma at the intersection between harm reduction and HIV/AIDS prevention.

By the end of this session, participants will:

1. Better understand the transformative potential of CSL as a pedagogical approach.
2. Have acquired strategies for establishing collaborative and transformative campus-community partnerships.
3. Have experienced CSL through a community experience simulation.


References:

Cranton, Patricia. 2006. Understanding and Promoting Transformative Learning A Guide for Educators of Adults (2nd Ed.). San Francisco: John Wiley and Sons.

Jones, Susan, Jen Gilbride-Brown, and Anna Gasiorski. 2005. “Getting Inside the ‘Underside’ of Service-Learning: Student Resistance and Possibilities” in Dan Butin’s (ed.) Service-Learning in Higher Education. New York: Palgrave Macmillan, pp. 3-24.
Presenters
AD

Amy Dvorkin

Student, Brescia University College
avatar for Lisa Jakubowski

Lisa Jakubowski

Associate Professor, Brescia University College (at Western University)
Lisa Jakubowski is an Associate Professor of Sociology at Brescia University College. She presently teaches service-learning courses in the area of community development. Her current research is focused on service-learning and civic engagement, and the transformative potential of... Read More →
MM

Martin McIntosh

Martin McIntosh is the Community Relations Coordinator at Regional HIV/AIDS Connection (RHAC) in London, Ontario. As its Mission Statement clearly outlines, RHAC is “a community-inspired organization dedicated to enhancing the quality of life for individuals and diverse communities... Read More →
SP

Sarah Pol

Student, Western University

Thursday June 23, 2016 10:30 - 11:20 EDT
UCC 59
  Community and Global Engagement

13:45 EDT

CON07.02b - Learning with change, changing with learning: lessons from four years of the New Opportunities for Innovative Student Engagement (NOISE) for Social Change project
Institutions of higher education (IHE) strive to balance and integrate commitments to teaching, research, and service (Boyer, 1990/1996; Rice, 2002; Eberly, 2006; Yapa, 2006). How these commitments work together in support of democracy is an ongoing concern (Doberneck, Glass, & Schweitzer, 2012; Flanagan,2006). For the last four years the New Opportunities for Innovative Student Engagement (NOISE) for Social Change project, at York University, has been striving to operationalize the integration of these ideals. Hosted by the School of Social Work, NOISE brings together undergraduate and graduate-level university students and youth from a marginalized urban community into small study groups in order to identify an issue of shared socio-political concern, undertake participatory community-based research on the issue, and design and implement an action to address the issue (Camino, & Zeldin, 2006; Harkavy & Hartley, 2009; Kirshner, Strobel, & Fernandez, 2003; Hurtado, 2007; Choules, 2007; Kirshner, Strobel & Fernandez, 2003). The aim of NOISE is to expand the educational, career, and civic possibilities for younger and older students alike by creating a context for reciprocal and shared learning with social justice at its core. The NOISE model simultaneously builds and engages community by employing community-based research, multi-directional mentoring, and critical social service learning: NOISE builds community by engaging with community. The three pillars of NOISE are community-engaged participatory action research, critical experiential social service learning, and multi-directional mentoring.

Participants in this session will view a youth-produced video about the NOISE program and learn about the NOISE model including its evidence base. Additionally, I present preliminary findings from our mixed-methods applied study of the processes and outcomes of NOISE as a PSE access and student engagement program that integrates community-based research, engaged pedagogies, and community connection.
Presenters
RH

Rebecca Houwer

Rebecca Houwer is the Knowledge Exchange Manager at Youth Research and Evaluation eXchange (youthrex.com). Rebecca is a Doctoral Candidate in the Faculty of Education at York University. Her dissertation research examines a critical community service learning initiative called New... Read More →

Thursday June 23, 2016 13:45 - 14:45 EDT
UCC 54A
  Community and Global Engagement

13:45 EDT

PK07.04a - Positive Space in Your Learning Spaces: Communities Collaborating to Build a Social Inclusion Course
Discover how a self-paced, online course, Social Inclusion, designed by diverse faculty, developed with contributions from community leaders, adopted for staff training, and integrated into the student experience, became the most collaboratively built and widely implemented training ever offered at the college. For their professional development, all Student Services staff explored and contributed to: activities highlighting experiences of the protected classes under the Canadian Human Rights Act; interactions exploring identity formation; and games diving into understandings of oppression. Modules from Social Inclusion have also been shared to meet students’ learning outcomes across multiple programs.

Beyond educating on inclusion and celebrating diversity, this modular course modeled sound design and creative development. Using the Community of Inquiry framework (CoI) ensured thoughtful pedagogy and drawing on the expertise of community partners made social inclusion more meaningful; these were equally important outcomes.

Weaving open educational resources (OERs) and showcasing free educational technologies to boost online engagement, raised the profile of the college’s Centre for Teaching and Learning. Optimizing tools in the learning management system gamified the learning and paced progression. Participants gained an understanding of, and an interest in, the potential of online learning while developing awareness of social inclusion and diversity.

Practically, participants leave this presentation with access to the course and inspiration to create similar offerings. Pedagogically, participants discover new technologies for engagement; begin to analyze benefits and challenges to collaborative design; and recognize how to harness the power of community.
Presenters
avatar for Peggy French

Peggy French

Educational Designer, Mohawk College
Peggy French, Educational Designer, collaborates with a small, but mighty team growing engaging eLearning at Mohawk College in Hamilton ON. Masters in L.I.S. and Ed Tech and a B.Ed. combine for a unique perspective on the intersection of technology and education. Having taught Kindergarten... Read More →

Thursday June 23, 2016 13:45 - 14:45 EDT
UCC 56
  Community and Global Engagement

13:45 EDT

PK07.04b - Inspiring Social Justice Through International Clinical Education Opportunities
Graduate student educational opportunities in social justice are a major objective of actualizing a profession's commitment to social change. During these opportunities, clinical educators play a crucial role in helping students to process their ongoing experiences in service settings and ultimately revise their views of social problems (Caldwell, 2008). Additionally, the establishment of innovative educational partnerships can facilitate the development of a politically aware healthcare practice by imparting an appreciation of diversity and the circumstances that enable it (Sakellariou, 2013).


The South Africa Placement Initiative is a unique international clinical education opportunity that fosters this social justice framework into the education of future Speech Language Pathologists (SLP). Since 2012, a total of nine SLP students have completed this supervised placement. The primary objectives of this initiative are to promote the development of open-minded critical thinking and problem solving skills, while fostering a sense of social responsibility within a multicultural context. Students are encouraged to reflect on and develop for themselves a model of social justice within their practice of SLP.


A clinical educator and graduate of this Initiative will portray the journey and learning outcomes that students have shared following their placement experiences. Students relate that facing the challenges of language barriers, cultural differences and racism, poverty and lack of resources, has fostered a greater understanding of these issues as they continue their work with families in Canada. Present day reflections on the long term impact of this social justice project will be related.


By the end of the session, participants will have gained an understanding of how an international placement differs from traditional placement settings in both structure and learning experiences, and an awareness of the impact these types of learning experiences had on the current practice of previous students.


Presenters
avatar for Taslim Moosa

Taslim Moosa

Clinical Educator/Lecturer- Speech-Language Pathologist, Western University
Taslim Moosa, Clinical Educator/Lecturer, Speech-Language Pathologist Taslim Moosa is a Speech Language Pathologist (SLP) with 20 years of clinical experience. She currently works as a clinical educator/lecturer at Western University. Since 2008, she has provided her students with... Read More →
avatar for Lauren Perduk

Lauren Perduk

Speech-Language Pathologist, George Jeffrey Children's Centre
Lauren Perduk is a graduate of the Speech-Language Pathology program at Western University. She is currently employed at the George Jeffrey Children’s Centre in Thunder Bay Ontario, working clinically with school-age children as well as in the augmentative communication program... Read More →

Thursday June 23, 2016 13:45 - 14:45 EDT
UCC 56
  Community and Global Engagement

13:45 EDT

PK07.04c - Recreation and Sport Students as Global Citizens Experience Service Learning Through Community Development Projects in Nicaragua
“Making a Difference” in Nicaragua is realizing students’ role of a larger community bringing classroom ideals of recreation into a developing world context. Through international service learning, students become empowered and inspired to effect change through the concept of recreation and sport for community development. This narrative describes global citizenship education for recreation and sport students using a study abroad service learning trip to Nicaragua.


Students utilize their knowledge of recreation services and the theory of play, and apply it in a disadvantaged community setting where, even despite the language barrier, the power of recreation and sport becomes the universal language. Right to Play advocates that children have a natural love to play and it is believed that every child deserves the right to play in order to overcome the effects of poverty in disadvantaged communities.


The service learning experience presented an unexpected outcome for the students. The perspective of a student making a difference in Nicaragua became reversed in that Nicaragua would make a profound difference to the student in a disadvantaged community context. Students identify themselves beyond their individualism and as part of a bigger community. They experience discomfort upon arrival to a rustic and remote environment under conditions unlike their own, to very quickly finding their own way through various sustainable service projects, while at the same time making life-long friends, to appreciating the simplicity of life and the discovery that life is about so much more than just an individual on a solitary path.


This service learning opportunity provided an alternate perspective of recreation and sport for students that may otherwise go unnoticed without this study abroad experience. This opportunity has modified the perspective of career opportunities for the student that connects the classroom content to an integrated global realization of recreation programs.
Presenters
avatar for Sherri Branscombe

Sherri Branscombe

Professor of Recreation and Leisure Services & Sport Management, Humber College
Sherri Branscombe is a Professor of Recreation and Leisure Services and of Sport Management with the School of Hospitality, Recreation and Tourism at Humber College. Sherri is working on her Master of Sports Science degree and her areas of interest are community development, sport... Read More →

Thursday June 23, 2016 13:45 - 14:45 EDT
UCC 56
  Community and Global Engagement

13:45 EDT

PK07.04d - The New Frontier of Academic Library Outreach: Middle School Students Research Visits
Academic library and school partnerships are one way to connect and establish meaningful relationships between a university campus and its neighboring community. The Lamson Learning Commons at Plymouth State University, in Plymouth, NH extended its outreach program by offering all-day school research visits to students in both middle and high school grade levels. The visits featured a brief instruction session with the Outreach Librarian tailored to the assignment and skill levels of younger students, along with ample time for individual research, plus fun break periods with coffee in the library café and lunch in the campus dining hall.


This collaborative project benefits everyone involved. Most obviously, elementary and secondary school students are exposed to a larger library building similar to one they will use in their academic futures and the myriad of reliable information resources available. However, the university benefits from this collaboration to an even greater extent. First, school visits provide a university the opportunity to promote its campus, making it an important tool in enrollment management. Likewise, for the academic librarian, work with younger students expose us to the ways in which these future students of higher education gather, evaluate and use information. What instructional methods work best with school-aged children and how can those be incorporated into methods we use to instruct university students? Even current university students can participate! School visits provide them the opportunity to work directly with, and mentor school children on their research projects.


This presentation will further expand on these and other topics along with guidance on how your library can develop and execute its own school research visit program. Imagine a typical sports camp with an academic library twist! After all, the library IS the best part of a university campus!


Presenters
avatar for Anne Jung-Matthews

Anne Jung-Matthews

Outreach Librarian, Plymouth State University
Anne Jung-Mathews is the Outreach Librarian at Plymouth State University in Plymouth, New Hampshire. Her outreach partnership with young students continues to bring new schools visit each year. Anne is a frequent book review contributor for School Library Journal and active in both... Read More →

Thursday June 23, 2016 13:45 - 14:45 EDT
UCC 56
  Community and Global Engagement

13:45 EDT

PK07.04e - An Intergenerational Community-Engaged Language and Cultural Program: Spanish Seniors & Spanish L2 Learners
Conversing with a native speaker in one’s target language can be an awkward and a trying experience for many. Some language learners may feel embarrassed as a result of their perceived lack of skill in the target language, hesitate to speak to native speakers, and remain in socially isolating situations. An Intergenerational Program (IP) could be a good way to cross those barriers. Newman and Hatton-Yeo (2008) state that creating opportunities for intergenerational learning and the development of meaningful relationships among non-familial older and younger generations is fundamental to the creation of IPs.


The proposed Intergenerational Community-Engaged Language and Cultural Program implicitly recognizes that all language learners have something to offer with respect to teaching; that is, their native language and culture.


We will describe the design of the program, the implementation and preliminary results based only in observations. We will also mentioned some of the opportunities provided by the program for both students and seniors: knowledge of the cultures, institutions and ways of life of different communities; understanding of the relationships between culture, contexts of communication and language use; insight into the roles and conventions governing behavior within specific intercultural environments; critical awareness of their own and others’ beliefs and values; and sensitivity towards cultural stereotypes and related obstacles to successful intercultural communication (Language Network for quality assurance).
Presenters
AG

Ana Garcia-Allen

Ana Garcia-Allen is the Spanish Language and Community Service Learning Coordinator in the Department of Modern Languages and Literatures at Western University. She is also a PhD student in Education at the same university.

Thursday June 23, 2016 13:45 - 14:45 EDT
UCC 56
  Community and Global Engagement

13:45 EDT

PK07.11e - The best of both worlds – entrepreneurship as an experiential learning setting
Students who are graduating from higher education institutions are expected to be job-ready from day one, exhibit critical thinking, and be able apply their knowledge in real-world situations. It has been recognized that one of the greatest struggles students face when transitioning from school to work is the inability to effectively communicate their skills. This is particularly important with respect to specific job applications when a prospective employer needs to assess whether an applicant has the relevant skills for the position they wish to fill. Experiential learning has been shown to positively affect how students perceive their learning experiences. Internships provide such experience. We use our entrepreneurship program for current and recent graduate students in order to provide undergraduate students an experiential learning opportunity. Students are placed with technology-based start up companies, in a variety of positions, which are not necessarily closely related to the students’ field of study. Working with small teams offers interns ample opportunities to provide meaningful contributions to the company while gaining noteworthy accomplishments. Throughout the internship, students participate in several self-reflection exercises that help them better identify their own skills, and better articulate them. Building on the students’ own accomplishments within the internship program, students develop a sense of ownership and pride in their achievements, and can use them as proof for skills they communicate they have. Past participants have expressed improved communication skills, higher confidence levels, and a more realistic understanding of work place expectations. As one student noted: “with all the tasks I've accomplished I am confident to use my skills to go forward“.
Presenters
AE

Alon Eisenstein

Alon Eisenstein is an educator at the Impact Centre, University of Toronto, and is in charge of the coordination and delivery of the centre’s internship course. Alon holds a Ph.D. in chemistry, and has been involved in both curricular and extra-curricular based programs for the... Read More →

Additional Authors
CG

Cynthia Goh

Cynthia Goh, Professor of Chemistry, works in nanoscience, biomaterials, and in the translation of scientific discovery to societal benefits. She has developed training programs for scientist-entrepreneurs, including Entrepreneurship101, with thousands registered annually, and Techno... Read More →
EI

Emanuel Istrate

Emanuel Istrate is the Academic Coordinator at the Impact Centre, University of Toronto. With his Ph.D. in Electrical Engineering, Emanuel has contributed to entrepreneurship and industry collaboration programs at the Impact Centre. He has also used his expertise in optical and electronic... Read More →

Thursday June 23, 2016 13:45 - 14:45 EDT
UCC 67
  Community and Global Engagement

15:00 EDT

CON08.01c - Collaborative Communities: Sustainable Engineering in Remote Areas, a CREATE Program at Queen’s University
Housed at Queen’s University, and partnered with U Ottawa, RMC and the University of Manitoba, the SERA program (Sustainable Engineering in Remote Areas), responds to this gap in educational offerings by offering a unique training experience for graduate students. Funded through NSERC CREATE (Collaborative Research and Training Experience) SERA students participate in a unique training program that features Aboriginal culture while developing professional skills that complement their program-specific technical skills.


SERA’s main training goal is to enhance the education of graduate students by intertwining technical research with cultural sensitivity, ethics, sustainability concepts, and business skills. This is a collaborative approach connecting researchers in engineering, science, policy studies, and business to members of industry and Aboriginal communities. Because of the need to increase Aboriginal representation in both NSE and non-NSE disciplines, this program seeks to train graduate level role models to work in Aboriginal communities, and supports and recruits Aboriginal undergraduates to pursue further education or employment.
Presenters
AH

Amber Hastings

Amber Hastings is a Research Analyst in the Office of Health Sciences Education and a PhD Candidate in the Department of English Language and Literature at Queen's University in Kingston, Ontario.
LK

Laura Kinderman

Laura Kinderman, PhD, works at Queen's University in the dual role of Associate Director of the Office of Health Sciences Education and Associate Director of the Online Bachelor of Science in Health Sciences.
DS

Denise Stockley

Professor and Scholar in Higher Education, Queen's University
Dr. Denise Stockley is a Professor and Scholar in Higher Education with the Office of the Provost (Teaching and Learning Portfolio), seconded to the Faculty of Health Sciences, and cross-appointed to the Faculty of Education. She is the past Chair of the Awards Portfolio for STLHE... Read More →

Thursday June 23, 2016 15:00 - 16:00 EDT
UCC 37
  Community and Global Engagement

15:00 EDT

CON08.02a - Encouraging Global Citizenship: Strategies for the Future
Industry, government, and universities in Canada frequently identify global citizenship as an important outcome of education; however, there is significant debate about the meaning of this term. We will frame this presentation by: explaining the roots of this debate, identifying some of the key terms frequently used by universities as proxies for global citizenship, and uncovering discrepancies among universities in their understanding and approach to global citizenship.

Universities must take an active role in encouraging a new generation of Canadians to become global citizens, and most have identified this as a goal for their institutions. However, if this goal is to be achieved, universities must be intentional in their efforts; rather than using proxies for the term and only vaguely identifying the methods by which it could be achieved, institutions must explicitly define what they mean by global citizenship and overtly distinguish the mechanisms they will use to assist students in becoming global citizens.

To generate discussion among participants about how to encourage global citizenship, we will propose a unifying framework for global citizenship and offer some methods through which institutions can evaluate their efforts. A shared understanding of how our education system discusses global citizenship is necessary to help better shape the experiences students have, to ensure the evaluation of university programs is possible and effective, and to create alliances among industry, government, and universities to enhance their development of individuals as global citizens.
Presenters
RL
MR

Thursday June 23, 2016 15:00 - 16:00 EDT
UCC 54A
  Community and Global Engagement

15:00 EDT

CON08.02b - Impact Evaluation of a Novel Community-Engaged Interdisciplinary Learning Project
The IMPACT Project engaged first year engineering (>900), undergraduate biology (>90) and graduate-level occupational therapy students (>40) with community volunteer-clients. The central learning objective for the students was to effectively work as team members to address a unique, open-ended problem with their own creativity and applied knowledge. Students acted as researchers, designers, evaluators, and consultants while drawing from their varying academic disciplinary backgrounds and face-to-face interactions with the client. The project included elements of experiential learning from collaborative and active learning perspectives (Kolb, Boyatzis, & Mainemelis, 2001), interdisciplinary and service learning aspects through community engagement experiences (Becker & Park, 2011), and design-based research (Barab & Squire, 2004). The learning outputs of the project were to effectively develop assistive devices tailored to address individual client challenges with performing activities critical to health and quality of life. To evaluate the impact of this interdisciplinary community-engagement learning project, focus group evaluations were transcribed verbatim and analyzed using a cross-comparative analysis. Experiences of students, instructors, and clients were captured to evaluate experiences and perceived personal value of participation. Evaluations indicate high-impact outcomes for students and community members. Results suggest numerous and diverse positive student learning outcomes that are both consistent with and additional to findings of a meta-analysis of service learning projects (Yorio & Ye, 2012). Notable student learning outcomes include: increased confidence in disciplinary and course knowledge; increased confidence in ability to critically apply course knowledge to problems; increased awareness of community health and mobility issues; strengthened sense of community and campus belonging; inspiration and personal connection in their chosen field of study; and increased motivation to be an active community contributor. Positive outcomes for community clients include: new connections, meaningful participation in the education of the next generation of leaders and citizens, motivation for continued involvement in community projects, and increased confidence.
Presenters
MD

Megan Dodd

Megan Dodd is a Post Doctoral scholar, in the Department of Chemical Engineering, at McMaster University. She has served as a research assistant for interdisciplinary research projects across diverse faculties (Presenter)
LK

Lovaye Kajiura

McMaster University
Lovaye Kajiura is an Assistant Professor (Permanent Teaching Professor) in the Department of Biology at McMaster University. Her pedagogical research interests focus upon interdisciplinary collaborative mentorship at diverse levels of education, integrated case-based studies, and... Read More →

Additional Authors
BV

Brenda Vrkljan

Brenda Vrkljan is an Associate Professor in the School of Rehabilitation Science at McMaster University. She is lead investigator of the McMaster-Candrive team, a Canadian Institutes for Health Research (CIHR)-funded project.The principles of ageing-in-place and universal design inform... Read More →
RF

Robert Fleisig

Robert Fleisig is an Associate Professor (Permanent Teaching Professor) in the Walter G. Booth School of Engineering Practice (W Booth School) with a passion for inspiring empathy, creativity and interdisciplinary thinking in undergraduate and graduate students as well as in our academic... Read More →

Thursday June 23, 2016 15:00 - 16:00 EDT
UCC 54A
  Community and Global Engagement

15:00 EDT

CON08.05a - Engaging Youth and Aboriginal Communities with High Altitude Balloon Experiment
In the past year, we have been collaborating with community partners including post-secondary institutions, high schools, and elementary schools across Canada to launch high altitude balloons to “near-space” to study the environment and engage youth and under-privileged groups in science and engineering. Using our low cost turnkey solution and complete set of instructions, our partners have successfully launched balloons and retrieved the payload afterward. The program has been used to reach out aboriginal communities in the Northwest Territories and Saskatchewan. In the session, participants will see the fascinating near-space footage and learn how a humble class project became a Canada-wide experiment to engage communities in science. We will also describe how the program can be used to motivate undergraduate students to engage high school students, and having high school students to engage elementary school students building a learning community and researching the environment.
Presenters
SC

Stephen Cheng

Dr. Stephen Cheng is the Faculty Associate of the Centre for Teaching and Learning at the University of Regina.

Additional Authors
DG

David Gerhard

Dr. David Gerhard is an Associate Professor of computer science at the University of Regina. Drs. Cheng and Gerhard have been awarded an NSERC PromoScience grant for the National High Altitude Balloon Experiment program.

Thursday June 23, 2016 15:00 - 16:00 EDT
UCC 58
  Community and Global Engagement

15:00 EDT

CON08.15 - The Frontiers of Service-Learning at Canadian Universities
NOTE: this session has been moved from the CON02 time slot. It is an interactive session.

Service learning is a form of experiential learning that cultivates academic development, personal growth, and civic engagement. Students contribute to and learn from community. Service learning empowers students, enabling them to recognize their ability to act as agents of social change. Service learning is gaining momentum as a movement, given its ability to prepare students for the “real world” after graduation. Irrespective of past experience with service learning, participants in this workshop will benefit from a hands-on session led by four experienced service learning instructors from Universities across Canada. The goal is to share experience, foster collaboration, explore future developments, and initiate national discussion on service learning at Canadian universities and colleges. The four hosts come from health sciences, psychology, and environment and sustainability. They will approach service learning through four lenses:
1. An innovative team-based service-learning course partnering with older adults, healthcare providers and community agencies (Gerontology in Practice, Western University);
2. An international service learning course combining intensive coursework, 3-month placements with non-profit organizations in Africa, and presentations at an interdisciplinary international service learning symposium (Psychology and Developing Societies, University of British Columbia);
3. A unique curriculum design that includes service learning and interdisciplinary graduate problem-based training and research focused on experimental education (Environmental Sustainability, University of Saskatchewan); and
4. An extraordinary example of an institutional-level commitment to service learning with 50 courses, involving 40 faculty, 100 community agencies, and 900 students per year (St. Francis Xavier University).

Following this workshop, participants will be able to:
1. Discuss service-learning pedagogy,
2. Consider alternative models for the integration of service learning, and
3. Propose strategies to implement service learning into their undergraduate and graduate courses in university and college programs. Come ready to be inspired and stay beyond the allotted workshop time if the discussion continues ….
Presenters
SA

Sunaina Assanand

Sunaina Assanand, PhD, Associate Dean, Student Success, Faculty of Arts, University of British Columbia, Buchanan A240, 2014 Killam Teaching Prize recipient.
AB

Ann Bigelow

Ann Bigelow, PhD, Professor, Psychology Department, Program Coordinator Service Learning, St. Francis Xavier University, Antigonish, NS, 2015 3M National Teaching Fellow.
avatar for Vladimir Kricsfalusy

Vladimir Kricsfalusy

Associate Professor, University of Saskatchewan
Vladimir Kricsfalusy, PhD, Associate Professor AP, Program Director Master of Sustainable Environmental Management, School of Environment and Sustainability, University of Saskatchewan.
AZ

Aleksandra Zecevic

Aleksandra Zecevic, PhD, Associate Professor, School of Health Studies, Faculty of Health Sciences, Western University, 2015 Brigtspace Award recipient.

Thursday June 23, 2016 15:00 - 16:00 EDT
UCC 66 (WALS, Sponsored by Nelson)
  Community and Global Engagement

16:10 EDT

CON09.06 - Can John Dewey speak Chinese?
John Dewey visited China from 1919 to 1921. Regarded as a celebrity, his lectures were printed in daily newspapers. The following century in China his ideas about education as growth through reflection on active experience were discounted more often than propounded. In North America, however, Dewey's philosophy led to major curriculum changes; though here, too, his ideas have been threatened in recent years by an accountability agenda that often seems to favour memorization over exploration and reflection. Our central question is whether either China or Canada is ripe for projects encouraging the application of Dewey's philosophy to university teaching. We interviewed native Chinese students attending either a Chinese university or a Canadian university about their experience, if any, with instruction consistent with Deweyan principles; and we asked about their openness to such instruction. We discuss the implications of our interviews for supporting international Chinese students in adapting to Canadian classrooms.
Presenters
GZ

Grace Zhang

Grace Xinfu Zhang is an Honours Psychology major at York University in Toronto. She is from Shenzhen, China.

Additional Authors
RS

Ron Sheese

Ron Sheese teaches Psychology and Writing at York University, where he chairs the Writing Department. He was the recipient of a 3M Fellowship award in 1986.

Thursday June 23, 2016 16:10 - 17:00 EDT
UCC 59
  Community and Global Engagement
 
Friday, June 24
 

09:00 EDT

CON10.02 - Diversity IS the new normal: Teaching and learning in universities in a post-TRC Canada
In 2015, the world had its eye on Canada as the Truth and Reconciliation Commission broadcast its report. The new Prime Minister made bold commitments to take action on the 94 recommendations. Two universities made an Indigenous studies course mandatory for all students while the Ministry of Education in BC finally incorporated the history and impact of residential schools in the K-12 curriculum. How must we prepare ourselves to be effective educators in a time of Indigenous resurgence and settler reconciliation? How are we prepared to teach effectively across complex diversities, shifting paradigms of praxis, varying teaching modalities (i.e., online, on campus, blended), and unprecedented diversity of students? “The changing educational landscape places critical demands on teachers to be culturally and pedagogically competent in addressing issues of globalization, racism, diversity, and social justice, and in creating an equitable and inclusive learning environment for all students” (Guo, 2014, p. 1).




Shifting paradigms and praxis of teaching and learning are crucial to meet the diversity of student expectations, skills, and learning styles that will prepare them to work successfully in the complex and quickly changing world in this digital age. In this session, I aim to illustrate the complex identity markers that we all hold as teacher and student and the power and privilege that come with them. I will give practical strategies for inclusive pedagogy and introduce how to develop cultural acumen.


The primary learning outcome will be to gain insight and knowledge on all of our diversities and how it affects educational equity through a fast-paced activity that can be adapted by educators. Finally, I hope to inspire educators to make proactive changes to foster more welcoming and socially just universities in a post-TRC Canada.
Presenters
avatar for Jin-Sun Yoon

Jin-Sun Yoon

Teaching Professor, University of Victoria
Jin-Sun Yoon is a Teaching Professor in the School of Child and Youth Care at the University of Victoria. She received a 3M Teaching Fellowship in 2015. Known for her inclusive pedagogical approaches, social justice activism, and advocacy for educational equity, she champions diversity... Read More →

Friday June 24, 2016 09:00 - 09:50 EDT
UCC 54A
  Community and Global Engagement

10:00 EDT

CON11.02 - An Interventionist Approach to Preparing Students for Language Study Abroad
Participation in study abroad programming offers several benefits. Among the many benefits is the possibility of developing language competency and heightening intercultural awareness. However, such linguistic and cultural enrichment is not necessarily assimilated because like any skill, consolidation is acquired through pairing both theoretical and practical application. Intervention prior to, during, and post study abroad has been shown to facilitate intercultural gain (Paige and Vande Berg, 2012), as well as the acquisition of language competencies, as seen in the on-going research within the CARLA center at the University of Minnesota (Paige, Cohen, Kappler, Chi, and Lassegard, 2002-), and the Georgetown University’s Georgetown Consortium Project (Vande Berg, Connor-Linton, Paige, 2009). Further, the Modern Languages Association (2014) has stated, “Classroom study and study abroad should be promoted as interdependent necessities…”. Surprisingly, this approach, beyond the standard pre-departure orientation, is infrequently put into practice. This interactive workshop will showcase an interventionist approach to preparing students for language study abroad, representing the theoretical bridging component that is arguably missing from many study abroad experiences. It will highlight predictors of learning outcomes in language study abroad including explicit language instruction beforehand and during (DeKeyser, 2010; George, 2014; Pérez-Vidal & Juan-Garau 2011), social engagement within the host community (Ranta & Meckelborg, 2013; Trentman, 2013), individual factors including identity (Kinginger, 2013; Shively 2013; Stewart, 2010), pragmatic and metalinguistic awareness (Henery, 2014). It will present the framework for a larger learner-centered course, featuring activities to engage participants in discussion directly related to the above variables. By the end of this workshop, participants will be able to contextualize language use and contact, define strategies for acquiring language skills, and articulate ways in which academic programming can be designed to best serve students choosing to study abroad for the best possible learning outcome.
Presenters
MM

Meredith McGregor

Meredith McGregor is a PhD candidate of Hispanic Studies at the University of Western Ontario. Her teaching and research interests include second language acquisition, sociolinguistics, and intercultural communication in study abroad. She has over 10 years of experience teaching both... Read More →

Friday June 24, 2016 10:00 - 10:50 EDT
UCC 54A
  Community and Global Engagement

10:00 EDT

CON11.04 - 2016 3M SoLE Grant Winner: Are we experientially disconnected? Understanding experiential learning within distinct realms of higher education in Atlantic Canada
This session will present research that sought to examine experiential learning across higher education in Atlantic Canada. The research looked at three distinct levels of the academy: administration, teaching, and communications. The researchers conducted structured, qualitative interviews with a broad response group. The initial contact group was one administrator (Dean or Vice President) and one communications personnel (Director or Manager) from 16 universities in Atlantic Canada, plus 35 of Atlantic Canada’s 3M National Teaching Fellows, based at nine of those same universities. 3M NTFs were used as analogous to any other sample of teaching faculty because they cross disciplines, ranks, and institutions, but are also clearly recognized for excellence and leadership in teaching.

Our rationale for this inquiry was that experiential learning is now a well-used “buzzword” espoused by many higher education institutions in the region, but also nationally and internationally. As long-time experiential educators, the principal authors have constantly questioned whether their own institutions truly understand the concept or have they jumped on board and marketed their old programming with a new moniker? At multiple levels, can distinct levels within higher education articulate the differences between experiential learning and other aligned terms such as, hands-on learning, or service learning, or active learning? Then, to expand the discussion, what if the term education, i.e., experiential education vs. experiential learning is used, how does this seemingly small change cause a ripple in thinking and practice?

Understanding how we use, and sell, experiential learning can assist us in better empowering learners and affecting change – given the student engagement and social justice links often made with experiential learning. In our session we will limit the presentation to key findings, thus allowing time for facilitated discussion and interaction about how our insights from Atlantic Canada are relevant across the country and even further afield.
Presenters
avatar for Patrick Maher

Patrick Maher

Dr. Pat Maher is an Associate Professor and Chair of the Department of Community Studies at Cape Breton University. He is a 3M National Teaching Fellow (2014), Editor of the Journal of Experiential Education and Associate Editor of the Canadian Journal for the Scholarship of Teaching... Read More →

Additional Authors
BE

Brittany Erickson

Brittany Erickson is a Research Assistant at Cape Breton University. She holds an MBA in Community Economic Development from CBU and conducts research work across a variety of disciplines. Not attending.
TL

TA Loeffler

Dr. TA Loeffler is a Professor in the School of Human Kinetics and Recreation and Memorial University of Newfoundland. She is a 3M National Teaching Fellow (2008), and co-edited The Theory and Practice of Experiential Education (AEE Press, 2009).

Friday June 24, 2016 10:00 - 10:50 EDT
UCC 56
  Community and Global Engagement
 

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