Program

Apryl Gill; Elaine Berwald, Visiting Elder; Dana Wetherell; and Crystal Adams Coons

In 2015, the Truth and Reconciliation Commission of Canada outlined calls to action for reconciliation between Canadians and Indigenous peoples. The proposed actions call on all levels of government “to raise awareness of Indigenous peoples, cultures, histories, and intellectual traditions in non-Indigenous learners […]” (Morcom & Freeman, 2018). In this session, we will explore how a team of Educational Developers and an Indigenous Elder created and have maintained an Indigenous Learning Circle at Niagara College.

The Circle is designed to assist educators in exploring the issues shaping the experiences of Indigenous students and calls on faculty to reflect on their role in reconciliation. Participants will explore the stories of individuals who have participated in the ILC, engage in an ILC session facilitated by an Indigenous Elder, and have the opportunity to relate new learnings to their own practice and their understanding of Indigenous Ways of Knowing.

Dr. Michele DiPietro, Executive Director of the Center for Excellence in Teaching and Learning at Kennesaw State University

A tenet of learner-centered teaching is that learning is the litmus test of any pedagogy. Therefore, one of the most important contributions educational developers can offer instructors is to help them understand how learning works. This very interactive workshop synthesizes 50 years of research on learning from the cognitive, motivational, and developmental perspectives into seven integrated principles. Emphasis will be placed on experiencing activities that illuminate each of the principles, which participants can reuse in workshops at their institutions.

1:30 to 2:50 pm

Room MC1107

Dr. Susan Joudrey, Dalhousie University
Dr. William Kay, Saint Mary's University

Attendees will participate in a facilitated community-building session that hopes to provide an overview of curriculum practices across Canada, and identify people who would like to continue informal conversations about curriculum and post-secondary education. The session will be organized around the following outcomes:

• Meeting other curriculum professionals
• Identifying challenges and opportunities by sharing experiences
• Sustaining a national community of interest

1:30 pm to 2:50 pm
Room MC2107

Phillip Joy, Dalhousie University
Brandon Sabourin, University of Windsor

This session is designed to build a community of inquiry around current practices and issues related to TA and/or graduate student development. Our session seeks to encourage the community to think about and discuss TA and grad student mentorship, broadly defined. We encourage all who are involved in or have an interest in TA and/or grad student development to come and share one success and one challenge or issue they face. It is our hope that this session will be guided by the experiences of the participants rather than a set list of topics. Through sharing experiences and stories, we envision the group might feel empowered to discuss their vision for successful TA/grad student development in a public way.

3:00 pm to 4:20 pm

Room 1107

Tereigh Ewert, Dalhousie University

Enveloped in the generous collegiality for which EDC conferences are known, practitioners and pursuers of equitable and inclusive pedagogy are invited to join this community of interest. We will use this time together to identify existing and effective programs, resources, courses, workshops etc.; uncover challenges that may be shared or unique within the group and collaborate and support one another in how these challenges might be tackled; and share emerging theories, approaches, practices, with the intention of critically discussing and possibly adopting and advancing these.

3:00 pm to 4:20 pm

Room MC2107

Heather A. Smith, University of Northern B.C.

Are you interested in programming related to students as partners (S.A.P.) in learning? Are you actively engaged in S.A.P. research? Are you curious about the challenges and benefits of S.A.P. work? Are you keen to meet other practitioners with shared interests? If the answer to any or all of these questions is yes, please come and join the Students as Partners in Learning Community of Interest. We will use this opportunity to engage in networking, to share experiences related to programming and research, and to reflect on the challenges and benefits of S.A.P. work. We will also explore opportunities for moving forward together as a community of interest.

Dr. Peter Felten Assistant Provost Teaching and Learning Elon University

Dr. Michele DiPietro Executive Director Center for Excellence in Teaching and Learning Kennesaw State University

We often study, think, and talk about the relationships, identities, and sense of belonging that are essential to the learning and the success of the faculty and students we work with, but how often do we consider these about ourselves and our field? In this highly interactive two-part session, we will consider the ways that relationships, identities, belonging, and stories shape our practices and purposes. We will draw on multiple forms of evidence – ranging from empirical research to storytelling – to critically examine the ways that our identities intersect with our professional roles and responsibilities. Who are we in our work? Who do we want to become? And who are we accountable to – and who do we want to be accountable to – in our work?

Language

Kathryn Sutherland, Victoria Univesity of Wellington

Kathryn.Sutherland@vuw.ac.nz

Naiomi Metallic, Chancellor’s Chair in Aboriginal Law and Policy, Schulich School of Law, Dalhousie University

Debbie Martin, Canada Research Chair in Indigenous Peoples’ Health and Wellbeing, Faculty of Health, Dalhousie University

Jonathon MeDrano, Assistant Professor in the Department of Child and Youth Studies, Mount Saint Vincent University

Dr. Peter Felten Assistant Provost Teaching and Learning Elon University

Dr. Michele DiPietro Executive Director Center for Excellence in Teaching and Learning Kennesaw State University

We often study, think, and talk about the relationships, identities, and sense of belonging that are essential to the learning and the success of the faculty and students we work with, but how often do we consider these about ourselves and our field? In this highly interactive two-part session, we will consider the ways that relationships, identities, belonging, and stories shape our practices and purposes. We will draw on multiple forms of evidence – ranging from empirical research to storytelling – to critically examine the ways that our identities intersect with our professional roles and responsibilities. Who are we in our work? Who do we want to become? And who are we accountable to – and who do we want to be accountable to – in our work?