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Friday, October 25
 

7:45am

Breakfast
Friday October 25, 2019 7:45am - 8:45am

8:45am

Welcome & Opening Remarks
Friday October 25, 2019 8:45am - 9:15am

9:15am

Keynote
Friday October 25, 2019 9:15am - 10:15am

10:15am

Break
Friday October 25, 2019 10:15am - 10:45am

10:45am

10:45am

"Game of Teams": Embracing diversity in team based learning
As Post-Secondary institutions continue to embrace more international student populations and commit to classrooms that embrace experiential learning, teamwork has emerged as an opportunity and a challenge.  

This experiential workshop will involve playing the “Game of Teams”, promoting dialogue about what key elements are required for effective team-based learning. We will explore the question of how educators can effectively implement key elements into their classroom to support learning though teamwork.

Participants will leave with: 
  • Clarity around design elements for powerful team-based learning
  • A toolbox of team-based learning resources


Speakers
avatar for Trish Dyck

Trish Dyck

Manager of Team Coaching, Team Coach, Royal Roads University
Manager of Student Team Performance at Royal Roads University, Team Coach. I invite conversations on team based learning, experiential activities, engaging students with gamification, and all things team assessment. I love individual and team coaching and we are growing at Royal... Read More →

Friday October 25, 2019 10:45am - 11:30am

10:45am

From Routine to Adaptive: Transforming Learning
The nature of life and living has completely transformed. Global over-population, mass migration, climate change, technological advances, and a colossal sum of human knowledge are issues that have re-defined the skills we need as human beings. Here in British Columbia, the Truth and Reconciliation Commission of Canada’s Calls to Action, and the new BC K-12 Curriculum, have inspired an open-ness to re-examining established learning cultures. As such, educators today are taking a long look at teaching and learning practices, evaluating which to retain, which to augment, which to discard, and which to invent in order to best serve the goal of cultivating educated citizens for the 21st century. 
Adaptive expertise theory is a critical ingredient for all levels of education. It describes the cultural, contextual, and character attributes of learning tasks that contribute to generating innovative solutions for complex problems in any discipline. Adaptive expertise is not simply about being more adaptable; it shifts perspectives from problem solving to problem setting in reflective and reflexive ways that embrace multiple perspectives and concerns.

Participants in this workshop will discuss adaptive expertise theory and collaboratively apply it to concrete learning tasks from K-16 levels to deepen their understanding of the qualities needed for learning tasks that reflect the world graduates are expected to thrive within. Participants will leave this session with criteria for designing learning tasks for any level, in any context, to help foster innovative thinking within their students.



Friday October 25, 2019 10:45am - 11:30am

10:45am

Rocks in the River - Interaction in Education
Willian Pinar (2019) explored the roots of the term “curriculum” and found the concept of “currere” – to run a course, to take a journey. He posed curriculum as the lived experiences of our learners. This idea challenges us to consider what curriculum looks like as a journey.

For many learners, this journey is akin to encountering a wide, fast running river; the learners’ goal – doing real things in the real world – lies uphill, upstream on the far side of the river. Our job, as educators, is to throw rocks in the river – learning activities and the interactions they embody – that provide pathways to their goals.

This interactive session engages educators in identifying and examining the learning activities they use. Participants then explore the essence of these activities: what are learners “doing” in these activities, who and what do they interact with, and – most importantly – what is the likely outcome of each activity? How far in the river is each activity likely to take learners? Next, participants consider how these activities can be leveraged through different technologies and learning modalities (e.g., mobile, online, face-to-face, workplace). The activities are “mapped” then analyzed through the metaphor of throwing rocks in the river.

This metaphor sets up a variety of intriguing potential discussions: matching learning activities with desired learning outcomes; blending educational technologies and practices to create effective pathways; or examining strengths and challenges of common learning “pathways” – e.g., distributed/hybrid learning, online, face-to-face, etc.; analyzing “bottom up,” “top down,” and “flipped” approaches.


Speakers
Friday October 25, 2019 10:45am - 11:30am

11:45am

Designing Educational Materials for Diverse Learners
Speakers
avatar for Josie Gray

Josie Gray

Coordinator of Collection Quality, BCcampus
Josie Gray is the Coordinator of Collection Quality at BCcampus. She manages the B.C. Open Textbook Collection and provides training and support for B.C. faculty publishing open textbooks in Pressbooks. Josie has been learning about and teaching accessibility best practices in OER... Read More →

Friday October 25, 2019 11:45am - 12:30pm

11:45am

Getting it Right: A Review of UFV Launch
In 2018-19, the University of the Fraser Valley initiated a program for new faculty members - UFV Launch.

The purpose of this two-course program was to provide newly hired full-time faculty members with the foundation of educational support, resources, and a learning network as they moved into their new role at UFV.

The program was grounded in the pedagogy of the First Peoples’ Principles of Learning and was delivered in a variety of modes – in the classroom, hybrid and online.

This session will review the data gathered in pre and post-tests, participant feedback and instructor observations that helped determine the success of the program and its impact.

Speakers
avatar for Maureen Wideman

Maureen Wideman

University of the Fraser Valley

Friday October 25, 2019 11:45am - 12:30pm

11:45am

Transformation through reflection: Facilitating reflective practice in the classroom
John Dewey (1910) defines critical reflection as “the active, persistent and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further conclusions to which it tends” (p. 6).  It can result in a transformational experience for students where they start to think beyond the content to connections with themselves, with each other, the real world and beyond but learning only if the reflection leads to personal change (Mezirow, 2000).  Hinett (2002) notes that “reflection is a way of thinking about learning and helping individual learners to understand what, how, and why they learn. It is about developing the capacity to make judgments and evaluating where learning might take you.”  Studies show that reflection increases knowledge retention, builds stronger connections across curricular areas and promotes critical thinking (Jacoby, 2010; D'Erizans, R., & Bibbo, T., 2015).  Reflection is a “powerful process of making meaning” (Jacoby, 2010).  It is individual, experiential and transformative.

While the literature acknowledges the importance of reflection in deep and transformative learning, facilitating reflective practice can be a challenge for even the most experienced instructor. Through an interactive workshop session, tools for facilitating reflective practice will be explored.

At the end of this session, participants will be able to:
•    Explain the importance of reflective practice for transformative learning;
•    Develop strategies for using reflective practice in your classroom;
•    Facilitative a reflective activity.


Speakers
avatar for Claire Hay

Claire Hay

Associate Professor of Geography, University of the Fraser Valley
avatar for Michelle Johnson

Michelle Johnson

Educational Developer, University of the Fraser Valley
Michelle Johnson is an Educational Developer and part of the Teaching and Learning team at the University of the Fraser Valley. She has a background in Graphic Design and customer service. She is currently working towards two goals: a Masters in Learning and Technology and the implementation... Read More →


Friday October 25, 2019 11:45am - 12:30pm

11:45am

Honouring Voices: Moving toward Decolonized Business Education
Come hear how we are listening to move toward decolonized Business education! This scholarly inquiry intends to help transform curriculum and instruction through evidence – the voices of Indigenous past graduates and current students in Business programs. Decolonization of post-secondary is a nascent research area and through our study we want to include the lived experience of Indigenous students, which we will gather through an emergent design based on interviews. 

In this 45-minute presentation, you will learn what we are doing, why, what our hypotheses are, and what our early data is telling us. We will then engage in talking circles to explore further the topic of decolonizing education. 


Speakers
LW

Laurie Waye

Coast Mountain College

Friday October 25, 2019 11:45am - 12:30pm

12:30pm

Lunch with Drone Demo
Friday October 25, 2019 12:30pm - 1:45pm

1:45pm

The Mind the Gap Program: Creating Collaborative Secondary and Post-Secondary School Projects that Support the Inclusion of all Learners
This presentation will provide information about the Mind the Gap program at Thompson Rivers University with specific emphasis on inclusion of all students.  The Mind the Gap program brings together K -12 teachers with TRU faculty members to provide engaging opportunities for secondary school students to extend their learning as they transition to post-secondary school.  Their collaborative projects included bringing the secondary students to TRU to experience post-secondary classes and events.  Specific projects that support the inclusion of all students are:  The Employment Skills and Training Program, School District 73/TRU Pride Program, Girls Exploring Trades and Technology, and Connecting English Language Learners.

The transition from secondary to post-secondary school is critical for academic success (Roderick, Nagaoka, & Coca, 2009). Essential to this transition is the communication between the instructors of the two sectors. School-university partnerships which are deliberately designed to have mutuality in roles and relationships, are oriented towards working together, and have a shared conceptual understanding are more likely to be sustainable and lead to increased outcomes for students (Walsh & Backe, 2013).

Key discussion topics will address bridging the divide between educational institutions and instructors to provide enhanced support and knowledge sharing, with ultimate goal of enhancing the educational experience of all learners.


Speakers
DC

Dr Catharine Dishke Hondzel

Thompson Rivers University
DS

Dr. Susan Lidster

Thompson Rivers University

Friday October 25, 2019 1:45pm - 2:30pm

1:45pm

Adventurous Path to Learning: Paddles and Pedagogy
“A ship is safe in the harbour, but that is not what ships are for.” William G.T. Shedd, quoted in Roberts 2016.

Come hear about the professional development experiences of faculty from Coast Mountain College as they were led on an experiential learning transformation journey. They left safe harbours behind, with those what they knew about traditional teaching, and travelled on an adventurous path to learning in a course called ‘Paddles and Pedagogy’. Led by the inspirational Dean of Learning Transformation, Dr. Carrie Nolan, 10 instructors embarked on a six-day sea kayak trip through the Mexican Baja. Days focused around how to design, facilitate, integrate, and assess lessons in experiential place-based learning. Evenings were filled with new friendships, sharing of stories and best practices, and reflecting on the lessons in an unplugged environment.

Faculty members will discuss narratives around their journey, sharing how they approached learning before the adventure. They will acknowledge their trepidation with this proposed learning style heading into strange lands. The faculty will lead lessons they learned throughout the course and share the learning that happened outside of the course. A year and a half after returning, they will tell the stories of rolling out these exciting and experiential lessons in class and the reaction from the students and graduates. They will also speak about the community of educators that has been created and how the learning hasn’t ended after that life-changing week.

Speakers
avatar for Kimberly McIntyre

Kimberly McIntyre

Faculty/Coordinator, Coast Mountain College

Speakers
EV

Evan Van Dyk

Coast Mountain College


Friday October 25, 2019 1:45pm - 2:30pm

1:45pm

Bacon grease and Buoy Clinging: Adventures in affording students the dignity of their own suffering and challenge.
Explore perspectives of teacher as guide. Participants will be invited to consider the role of suffering and challenge in learning and growth, how it connects to the human experience and how, as educators, we can guide our students into and through experiences that help them learn to “long for the immensity of the sea.”

Speakers
WR

Waylon Roy

Coast Mountain College

Friday October 25, 2019 1:45pm - 2:30pm

1:45pm

Bridging Experiences with Indigenous Communities: Experiential and Place-Based Learning in NW BC
Our presentation explores a community-based, experiential education program from multiple viewpoints within the community and institution partners. The Certificate in Cultural and Natural Resources Assessment (CCNRA) is a for-credit, seven-month program funded through the Aboriginal Community-based Training Program administered by the Ministry of Advanced Education, Skills and Training. The CCNRA provides students with the knowledge and skills to work as field technicians and conduct biophysical and cultural inventories. Graduates of the program have found employment with Indigenous and non-Indigenous owned environmental services companies in environmental monitoring and assessments primarily related to liquefied natural gas project development. The employment rate among graduates is over 90% and includes students from the Kitselas, Haisla, Gitga’at, and Métis Nations. The provision of university credits to successful students creates a potential pathway to future education and career growth.  

The impetus behind the development of the program was driven largely by the community partner (Kitselas Nation) but the institutional partner (Professional and Continuing Studies at Royal Roads University) had primary responsibility for program design and implementation.

This presentation examines the CCNRA program from multiple perspectives through a variety of questions including:
  • How did the experience of program collaboration differ between the partners? 
  • What are the successful markers of an experiential, place-based in-community educational program?
  • How was Indigenous culture reflected in the program? 
  • To what degree can the program be considered to have reached the level of a genuine partnership? 
  • Looking ahead, how can community and institutional partners set the stage for student-focused, impactful programs in community? 


Speakers
TB

Tim Brigham

Royal Roads University

Friday October 25, 2019 1:45pm - 2:30pm

2:45pm

Overcoming Barriers: High Expectation Projects that Every Student Can Complete
Place-based projects, in-depth inquiry, and building things can connect academic learning to student interests. But many students face too many barriers to get engaged or to follow through on the kinds of projects that bring out this kind of learning. Barriers related to attendance, academic skill level, self-regulation, self efficacy, student behaviour, or trauma can result in students, who are capable of in-depth, high standard, and deep thinking projects, ending up in a cycle of seat work, worksheets, shallow analysis, and incompletion of research papers, inquiry projects, or place-based learning experiences. Given the educational and developmental value of in-depth inquiry projects for all students, this session addresses the following question: How can intermediate, middle school, and high school teachers practically design units and projects that not only engage all students through in-depth learning experiences, but that also ensure that every student actually completes their project according to a manageable timeline (for both student and teacher alike) and in reference to the high expectations that all students deserve to be held to. The session presents practical strategies to engage all students through project-based and high expectation learning given the reality that many teachers face: High class size, unbalanced classroom composition, multiple barriers for students, wide ranges in academic levels (including literacy and numeracy), and limited supports for students. These strategies can help manage workload for teachers, open up project-based learning to more students, and ensure that students actually complete their project in time to reflect and build on their own learning. (has taught intermediate, middle school, and high school, including at GidGalang Kuuyas Naay Secondary in Haida Gwaii and Prince Rupert Middle School in Prince Rupert. He helped organize an Outdoor Learning Club at GKNS and has taken students out to the land, shore, and sea for learning experiences that have included skinning deer, climbing trees, kayaking, harvesting food, and learning from Elders and other First Nations knowledge keepers.)

Speakers
avatar for Tom Kertes

Tom Kertes

Public School Teacher, Prince Rupert Middle School
I am a Grade 7 and Drama teacher at Prince Rupert Middle School.

Friday October 25, 2019 2:45pm - 3:30pm

2:45pm

Designing for Experiential Learning - Learner Experiences, Designer Insights
Justice Institute of British Columbia’s (JIBC) efforts towards experiential learning are to create meaningful learning opportunities for all students and provide an opportunity to learn skills from practitioners in the field. Experiential education emphasizes the importance of hands-on learning experiences in authentic contexts of practice; Research discusses numerous benefits for students engaged in integrated experiential learning, informing well regarded theoretical explanations of learning such as situated learning and cognitive apprenticeships. More recent developments have expanded to incorporate the idea of “integrated experiential education” (Fenton and Gallant, 2016) whereby “integration” is explicit about (a) the interdisciplinary nature of coursework which emphasizes relationships among subjects, rather than independent courses that focus on a single subject area (Anderson, 2013), and (b) meaningful student engagement in the surrounding community as a part of the learning process. However, it is important to consider how these experiences and efforts are perceived by our students. We want to find out:
  • students’ perceptions engaging in integrated experiential learning
  • aspects of integrated experiential learning that are most valuable/transformative for them and the  challenges.
  • how faculty and practitioners they engage with maximize/minimize these
Presenters will share the design of an interdisciplinary course and the experiences of students, faculty and practitioners (mentors) working and learning together to develop a multidisciplinary solutions to real-world problems.

Anderson, D. (2013). Overarching goals, values, and assumptions of integrated curriculum design. SCHOLE: A Journal of Leisure Studies And Recreation Education, 28(1), 1 - 10.
Fenton, Lara and Gallant, Karen (2016) "Integrated Experiential Education: Definitions and a Conceptual Model," The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 7: Iss. 2, Article 7. Available at: http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss2/7

Speakers
avatar for Florence Daddey

Florence Daddey

Centre for Teaching, Learning and Innovation, Justice Institute of BC
Florence is a Program Manager and Instructor and works for the Centre for Teaching, Learning and Innovation (CTLI) at the Justice Institute of BC. In her role as an instructional designer she collaborates with program areas and divisions as they develop and redesign their courses... Read More →

Speakers
DS

Dave Smulders

Instructional Designer, Justice Institute of BC


Friday October 25, 2019 2:45pm - 3:30pm

2:45pm

They Snooze, They Lose: Wake Up Your Students with Active Engagement in the Classroom
When you’re in the field or shop, students seem alive and energized. Why does that sometimes seem to change when it comes to learning in a classroom environment? Come gain some new tools for engaging your students from Trades Instructors.  

Speakers
WR

Waylon Roy

Coast Mountain College

Friday October 25, 2019 2:45pm - 3:30pm

2:45pm

Women’s Studies 101: How I turned South Asian men into Euro-Canadian Suffragettes
In the space of one academic year, my Women’s Studies classroom became dominantly South Asian and male instead of Canadian and female. This presentation describes how I adapted my curriculum to best meet the needs of students ranging from second year social work students, to students who had never heard of Women’s Studies and had been in Canada for three weeks.

I will share stories and student learning outcomes from the Fall Introduction to Women’s Studies course, and describe the range of experiential learning activities, from role plays, field trips, cooking assignments, panel presentations and more, to achieve student learning for men and women from a variety of backgrounds in a Winter course on the history of women in Canada. I will discuss how the various activities I employed built on one another and utilized the learning spaces in and around the Coast Mountain campus at Terrace.

Please join me in an interactive workshop that invites all of us to consider the learning WE are experiencing when we use these methods in educational settings that are both indigenizing and internationalizing.

Participants will leave this session ready to use writing prompts, role plays and other experiential activities to enhance textbook based curriculum and foster cross-cultural understanding.

Speakers
DV

Dina von Hahn

Coast Mountain College

Friday October 25, 2019 2:45pm - 3:30pm

3:45pm

Teaching Bites
Friday October 25, 2019 3:45pm - 4:15pm

4:15pm

Closing Remarks
Friday October 25, 2019 4:15pm - 4:30pm