Session+Descriptions+2014

**Concurrent Sessions - A - 1:15-2:15**
Michael Spencer || 16 (Small groups of 4) ||
 * || **Session Topic **
 * Maximum 60 characters ** || **Facilitator(s) ** || **Maximum # participants **
 * (Room Set Up) ** ||
 * **A1 ** || The Heart of a Teacher: Identity and Integrity in Teaching || Ruthanne Krant || 20 (small groups - (prefers 6 groups of 5) ||
 * **A2 ** || Alternative Assessments to Improve Student Engagement || Lydia Roberson || 16 (small groups of four) ||
 * **A3 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PBL: Teaching the Brooms to Dance is not a Linear Process || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ross Bigelow || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (B124 - Computer Lab) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A4 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentation Innovation: Slide Design and Storytelling || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mark Dorsey
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A5 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Addressing the Needs of the Emotional Brain in the Classroom || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Chiara Johnson || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">12 (Small groups of 4) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A6 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Team Projects in the Classroom: From Daunting to Doable || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tracy Mitchell-Ashley, Gwen Richardson || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (small groups of 4) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A7 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">All the World’s a Stage”: Using Role Play for Learning || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lance Triskle || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A8 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Supporting Academic Success through a First Year Experience Course || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sarah Hunter, Cindy Korpatnicki, Brandy Mullen || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (small groups of 4) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A9 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Fostering Industry Connections: Putting Students in the Path of Opportunity || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mary Dobson, Marlene Mitchelmore || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (Small groups of 4) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A10 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Challenges in Online Learning: Moving Forward || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Corinne Lalonde, Heidi Pries || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (Small groups of 4 - 4 flip chart stands and markers) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A11 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Demystifying Community Service Learning (CSL): What is it and How do you do it? || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Josh Barath, Karen Bell, Jill Dunlop, || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (Small groups of 4) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A12 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">30% by 2020: Online Course Development Workshop Experiences || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Panel facilitator: Bob Marchessault, Panelists: Jacqueline Limoges, Kim Jagos, Don Smith || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 horseshoe and row for panel ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A13 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Effective Use of Simulations in the Nursing Lab || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sandra Goldsworthy || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">12- Nursing Lab ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A14 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using Audio and Visual Tools to Enhance Learning || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Avinash Thadani || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">12 - Horseshoe ||
 * **A15** || Streamline Grading using Blackboard Assignments || Alissa Bigelow || 20 - (B225 - Computer Lab?) ||

**Concurrent Sessions - B - 2:30-3:30**
<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mark Dorsey || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (Small groups of 4) ||
 * || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Session Topic **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maximum 60 characters ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Facilitator(s) ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maximum # participants **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(Room Set Up) ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B1 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From the Front-(On)Line: Experiences of Online Teachers || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moderator: Amy Goruk, Panelists: Alanda Theriault, Marissa Fleming, Julian Faulkner || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 horseshoe with row for panelists ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B2 ** || <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Green Screen like a Weatherperson to Enhance your Online Presentations || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Steve Miller || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">12 (Horseshoe) Needs two lights ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B3 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Link your Bb Course Shell to Rich Library Resources || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Jennifer Varcoe || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Library Instructional Centre (K110) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B4 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Marshmallow Challenge: Lessons in Group Work || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Jeff Cole || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (small groups of 4) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B5 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moving Collaborative Learning from In Class to Online || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Emily Brett
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B6 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Active Learning for the Lecture Style Classroom || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Anne-Marie McAllister, || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">20 (Theatre – Lecture room) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B7 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">New Flexible Copyright for the Online Classroom || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lori Hallahan || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (Small groups of 4) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B8 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Second Life: 3D Virtual Technology in the Classroom: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Howard Bloom, Josh Barath || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (Computer Lab) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B9 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Forum Theatre: An Active Tool for Exploring Challenging Interpersonal Situations || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Jacqui Woods-Powell, Erika Courvoisier, Greg Taylor || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">18 (Horseshoe – chairs only) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B10 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Photo Essays: An Alternative to the Written Assignment || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tara Benson || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (small groups of 4) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B11 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Planning for Engagement in the First Few Classes || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Jill Esmonde and Kathryn Weatherall || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (small groups of 4) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B12 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Take Better Pictures with your Smartphone || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Peter Stranks and Terry Hyrnyk || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 12 Horseshoe ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B13 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reflection on Practice: Strategies for Helping Students Think Like Professionals || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Kath Gradwell || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 (small groups of 4) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B14 ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Organize Yourself and Your Data Using Evernote || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Chris Hepburn || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16 - Horseshoe ||
 * **B15** || Demystifying the Blackboard Grade Centre || Alissa Bigelow || 20 Computer Lab ||
 * B16 || Essential Employability Skills: Bridging the Gap || Michele Baron || 16 - small groups ||

**Concurrent Sessions - A - 1:15-2:15**
<span style="font-family: Arial,Helvetica,sans-serif;">Teaching takes courage. Based on Parker Palmer’s work, The Courage to Teach, participants will recognize the critical role of self and develop a personal definition of identity and integrity in teaching. Responses to losing heart with students or subjects will be shared in small groups. The important balance between interests in students and subject matter will be discussed. Through active learning strategies like individual reading, ‘jigsaw’, small and large group discussions, participants will reaffirm their commitment to self, their students and their subjects. Participants will also plan for professional growth through reading and mentoring. <span style="font-family: Arial,Helvetica,sans-serif;">//Ruthanne// retired from full-time teaching in June 2013. Thank-you Georgian College! Education is in her DNA and she will continue to teach and deliver workplace training on a part-time basis as long as she is effective and enjoys both her students and the subject matter.
 * A1. Session Title:** <span style="font-family: Arial,Helvetica,sans-serif;">The Heart of A Teacher: Identity and Integrity in Teaching - final
 * Session Facilitator(s):** Ruthanne Krant
 * Room Set up:** small groups (prefers 6 groups of 5)
 * Photo:** yes/no
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): **
 * Session A**

As teachers, we all continually strive to improve student engagement in our classes. When Lydia introduced some alternative assessment strategies to try and increase student engagement, she also found that there was a significant reduction in student anxiety and that students were more open to the learning process. Although it took some courage to introduce, these strategies have had positive results beyond her expectation. In this session, Lydia will share some of her strategies for offering students more choice, helping them make connections, and increasing their sense of agency in the learning process. As well, participants will exchange ideas around alternative student-centred assessment. Lydia was a pioneer at Georgian in online course development and coordinated the Fundraising program for 10 years. She has taught full time at Georgian since 2002 and currently teaches psychology courses at the Orillia campus. She has a degree in adult education and a Masters in Distance Education.
 * A2. Session Title:** Alternative Assessments to Improve Student Engagement - final
 * Session Facilitator(s): Lydia Robertson**
 * Set up: small groups of 4 (5X4=20)**
 * Photo:** yes/no
 * Description:**
 * Facilitator Bios:**
 * Session A**

Do you want to explore an alternative teaching style the builds on your student’s passion and interests? How about some suggestions for creating a flexible evaluation strategy that doesn’t take hundreds of hours to mark? Project-based learning focuses on tackling the big burning questions of a course. It challenges students to produce course work that is comparable to that of an industry professional. Through the completion of a comprehensive project, students learn how to develop vocational-specific solutions, while simultaneously improving their research, and critical thinking skills, thus allowing them to explore their own related ideas through self-exploration, collaboration and sharing. With a passion for trying to understand “why”, Ross has been learning from his students for over 15 years in order to help them be better industry professionals. Ross is a program coordinator in the School of Computer Studies and has previously been the CIO and Director of Online Learning for an online University.
 * A3. Session Title:** PBL: Teaching the Brooms to Dance is not a Linear Process - final
 * Session Facilitator(s):** Ross Bigelow
 * Room Set up: Computer Lab (B124)**
 * Photo:** yes/no - Last year
 * Description:**
 * Facilitator Bios:**

<span style="font-family: Arial,Helvetica,sans-serif;">All of us are increasingly challenged to gain and hold student attention in our classes. With long classes and lots of content, this can be extremely difficult. In this session, faculty will explore some trends in presentation design and will consider how to apply a number of principles to improve the impact of their instruction. Faculty will examine key problems in typical powerpoint slides and consider how to enhance the look and content of these visual aids in order to increase student engagement and learning. Specifically, this session will examine the role of storytelling and slide design in developing presentations that resonate with student audiences. //Mark// teaches Communications and GenEd courses at the Barrie and Midland campuses. He is a Ph.D. candidate (ABD) at York University and brings a lot of experience leading both small and large classroom discussions. He’s recently developed some online classes and is engaged in developing strategies to promote group work online. //Michael// joined Georgian College in 2012 as a Professor of Communication. He has worked at the secondary and post-secondary levels across Ontario to promote student success through collaborative and inquiry-based learning.
 * A4. Session Title:** Presentation Innovation: Slide Design and Storytelling - final
 * Session Facilitator(s):** Mark Dorsey and Michael Spencer
 * Set up: Small groups of 4 - Max 20**
 * Photo:** yes/no
 * Description:**
 * Facilitator Bios:**

As teachers, we understand the importance of active involvement as part of the learning process. Research has proven that in times of stress, our emotional brain takes over, which impacts our ability to learn and respond appropriately. Since stress is a prevalent part of today’s fast paced world, developing an understanding of how to deal with the emotional brain is important for effectively facilitating learning. In this session, Chiara will share several simple active learning strategies as well as her design of the “Amazing Race” and how they address the emotional brain. Participants will then reflect on how active learning strategies in their courses can be designed to address the strengths and challenges of the emotional brain. Chiara has taught in the ECE program at Georgian for over 10 years. She is passionate about the importance of early intervention and education. Her work showed her the importance of practical strategies to reduce stress and support learning. Many of these strategies have been effective in promoting a healthy learning environment for college students.
 * A5. Session Title:** Addressing the Needs of the Emotional Brain in the Classroom - final
 * Session Facilitator(s):** Chiara Johnson
 * Set up: Small groups - Max 20**
 * Photo:** yes/no
 * Description:**
 * Facilitator Bios:**

<span style="font-family: Arial,Helvetica,sans-serif;">Working as a productive member of a team is an essential skill required by contemporary employers. In response, many of us are incorporating group projects into our courses. Although well-intentioned, we often “place” students into groups and expect awesome work to “happen.” The problem lies in that we believe students will know “how” to function in a group. In our session, we will explore strategies for helping students succeed in teamwork. Participants will discuss approaches to team learning, debate in a consensus building activity, investigate ways to encourage commitment and accountability, and generate some ideas for planning successful group projects. <span style="font-family: Arial,Helvetica,sans-serif;">Tracy is an enthusiastic Communications faculty who has been studying, teaching or working in this field since 1997. In terms of her thoughts about communication, she believes that although we can all have fantastic skills and abilities, those who can effectively communicate about these skills and abilities will be most successful!
 * A6. Session Title:** Team Projects in the Classroom: From Daunting to Doable - final
 * Session Facilitator(s):** Tracy Mitchell-Ashley
 * Room Set up: small groups of 4 - 20**
 * Photo:** yes/no
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bios: **

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Role plays provide learners with opportunities to explore ideas, values, and beliefs using real-life situations. In this session, participants will consider how to design, conduct and debrief a role play exercise. The session will expose participants to the use of role plays for various topics of study. Participants will engage in a role play exercise and then discuss purpose, design, and effective facilitation. In addition, participants will leave with resources to conduct role plays in a variety of settings.
 * A7. Session Title:** <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">“All the World’s a Stage”: Using Role Play for Learning **-** final
 * Session Facilitator(s): Lance Triskle**
 * Set up: Small groups (21 or number divisible by 3)**
 * Photo:** yes/no - from 2012
 * Description:**
 * Facilitator Bios:**

//<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Lance //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">is a Professor at Georgian College and teaches courses on law and Aboriginal culture. He has a BA from Western, a Bachelor of Laws from Queens and a Master of Laws from Osgoode Hall, with a concentration in Alternative Dispute Resolution. He has also completed the Teaching and Training Adults Certificate.

Research and our experience as teachers tells us that there are many ways colleges can support first year students both inside and outside of the classroom. In this session you will learn how a first year experience course continually orientates students with supports and services, and how the skills required to be a successful student are taught through-out the term. Participants will have an opportunity to learn about the First Year Experience Course at Georgian College, and will work collaboratively with colleagues to explore the many ways First Year Experience Courses can be developed and implemented with success. //Sarah// is a learning strategist at our Orillia Campus. She has a M.Ed. and B.Ed. from the UPC at Georgian and has specialized in curriculum and pedagogy. She brings her passion for yoga and holistic health together with her experience as a teacher in both the elementary, secondary and college level to help all learners. //Brandy// is a learning strategist and professor in the Pre-Health Science program at Georgian College and has a Masters in Ecology and Environmental Sustainability. As coordinator of Learning Strategies and Peer Services, Brandy is delighted to work with a forward thinking team of innovative professionals. //Cindy// is a Learning Strategist and teacher with an M.A. in English Literature. She is currently working on her PhD in Gender, Feminist and Women’s Studies at York University, specializing in the long term consequences of Violence Against Womyn. She is an enthusiastic life-long learner.
 * A8. Session Title:** Supporting Academic Success through a First Year Experience Course - final
 * Session Facilitator(s):** Sarah Hunter, Cindy Korpatnicki, Brandy Mullen
 * Room Set up: Small groups of 4 - 20-24**
 * Photo:** yes/no
 * Description:**
 * Facilitator Bios:**

One of the greatest opportunities that the college offers its students is a chance to connect with industry professionals. Whether it’s through field placement, community service learning, or campus-based events, students get fantastic insight into the realities of their chosen fields. Through organizing and hosting Decorating Day for the last three years, interior decorating faculty have experienced many rewards and challenges. In this session participants will share ideas and strategies for connecting students with industry. As well, we will collaboratively develop a footprint for initiation and growth of campus-based events in order to expand the potential of such endeavors. <span style="font-family: Arial,Helvetica,sans-serif;">//Marlene// is the coordinator of the Interior Decorating and Kitchen and Bath Design programs and faculty of interior design. Prior to joining Georgian she was Director of an Architectural and Interior Design firm in Australia. Her list of clients included: Sydney Harbour Casino Authority and the offices of the former Australian Prime Minister. //Mary// has been a full time faculty member in the Interior Decorating program since 2010. Prior to that, she was a regular guest expert on Cityline, the decorative projects editor for Style at Home magazine, and the national spokesperson for Levelor. Mary also ran her own successful decorating business for over 20 years. //Marlene and Mary// organized the third annual Decorating Day which was held on March 25th. This day attracted over 350 visitors and 43 vendors. This event raised funds for student scholarships and connected students with future employers, colleagues, and clients.
 * A9. Session Title:** Fostering Industry Connections: Putting Students in the Path of Opportunity - final
 * Session Facilitator(s): Mary Dobson and Marlene Mitchelmore**
 * Set up: 20 maximum / small groups of 4**
 * Photo:** yes/no
 * Description:**
 * Facilitator Bios:**

In this session, participants will explore current challenges in online learning from both the student and faculty perspective. Through the use of small and large group discussion, as well as case studies, participants will examine challenges with the goal of sharing strategies for success in online learning. This session will assist faculty in providing high quality online learning experiences and maximizing online teaching practice. //Corrine// is a faculty member in the Practical Nursing Program at the Owen Sound Campus. She is currently teaching her first online course which she developed through the Online Course Development Program at the Centre for Teaching and Learning. Corrine has an MScN from York University which was completed online. //Heidi// is the Academic Officer at the Owen Sound campus and NFT faculty member in the Office Administration program. She is nearing the completion of her online MEd in Education from Memorial University where she has studied online learning and videoconferencing delivery.
 * A10. Session Title:** Challenges in Online Learning: Moving Forward
 * Session Facilitator(s):** Corrine Lalonde Heidi Pries
 * Set up: Small groups of 4 - 4 flip charts stands and markers**
 * Photo:** No
 * Description:**
 * Facilitator Bios:**
 * Session A**

<span style="color: #000000; font-family: 'Arial','sans-serif';">Community Service-Learning (CSL) is a powerful vehicle for experiential learning that brings together students, faculty and community organizations through civic engagement and reflective learning practices. With a strong emphasis on inclusive partnerships CSL works by integrating experiential education theory and the development of critical thinking skills with intentional learning components. <span style="color: #000000; font-family: 'Arial','sans-serif';">This interactive workshop will take faculty through the process of 1) project development resulting in practical, concrete assignment design 2) accessing CSL resources, and tools 3) connect individuals with faculty support and community initiatives. //<span style="color: #000000; font-family: 'Calibri','sans-serif';">Josh //<span style="color: #000000; font-family: 'Arial','sans-serif';"> is a full-time professor at Georgian College teaching in the Police Foundations, Community Justice Services and the Police Studies Degree programs. He is a graduate from Bond University, holding a Master’s Degree in Criminology, and an undergraduate degree in Sociology and Criminology from the University of Western Ontario. //<span style="color: #000000; font-family: 'Calibri','sans-serif';">Karen //<span style="color: #000000; font-family: 'Arial','sans-serif';"> is a full-time professor in Community Studies. She has a Sociology degree from York University, a Master’s degree in Adult Ed. from Central Michigan University, and a Post Graduate diploma in Therapeutic Recreation from Georgian. She recently completed the Expressive Arts Post Graduate program which she uses to enrich her courses. She is an active volunteer in Simcoe County. //Jill// is a part-time instructor at Georgian College in the Social Service Worker, Community Justice Services and Protection Security and Investigation. She is also field placement officer working with many different programs to place hundreds of students each year. She holds a Bachelor of Science from the University of Western Ontario.
 * A11. Session Title:** <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Demystifying Community Service Learning (CSL): What is it and How do you do it? -final
 * Session Facilitator(s): Josh Barath, Karen Bell, Jill Dunlop**
 * Set up: small groups of 4**
 * Photo:** yes/no - from last year
 * Description:**
 * Facilitator Bios:**

Georgian is rapidly developing a substantial offering of online courses to provide students with choices for their course delivery. This panel discussion will provide insights for teachers who are interested in considering assignments from their programs to participate in the “**30% by 2020”** project. Each panelist has built at least one online course with the support of the OCDW (online course development workshop). Session participants/attendees can expect to gain valuable knowledge about the process of developing online courses at Georgian. Teachers who are new to and interested in online course development will benefit from the topics that are addressed. There will be opportunities for questions from the floor. //Bob// is the senior instructional designer at the CTL. His graduate degree is in web-based learning. He has been designing online courses since 1998 and has helped over 60 Georgian teachers develop online courses since 2000. Bob developed the online course workshop to help Georgian achieve is goal of 30% by 2020. //Jacqueline// is a professor teaching nursing students in Health & Wellness. She converted "Ethics for the Nursing Professional" from face-to-face + textbook / case-study delivery to fully online in 2012. //Kim// is a nursing professor in Health & Wellness. She worked closely with the CTL and Pearson Eduction to develop "Fundamental Healing Arts" for online delivery. Kim was able to integrate many of Pearson's "My Nursing Lab" tools into her online course taking advantage of hi-end multimedia created by the publisher. //Don// is a professor in Business Studies. He has converted two face-to-face accounting courses for online delivery. He has been able to harness the textbook publisher's extensive online learning tools into his course.
 * A12. Session Title:** 30% by 2020: Online Course Development Workshop Experiences - final
 * Session Facilitator(s): Panel Host: Bob Marchessault, Panelists: Jacqueline Limoges, Kim Jagos, Don Smith**
 * Room Set up:**
 * Photos:** Bob Marchessault - YES, Don Smith - YES, Jacqueline Limoges - YES, Kim Jagos - Yes, :on T-Drive
 * Description:**
 * Bios:**

Have you ever wondered how we teach and train our future nurses? Would you like the opportunity to experience our “state-of-the-art” nursing labs and participate in a simulation? In this session, you will become familiar with the learning environment in our nursing labs, take part in a sample lesson, and experience first hand the effective use of simulation in nursing education. Sandra is the co-author of // ‘Simulation Simplified: a practical handbook for nurse educators and Simulation Simplified: a Handbook for students” //, She has presented nationally and internationally on the topic of simulation and conducted and published research related to high fidelity simulation and the use of technology at the bedside.
 * A13. Session Title:** In the Nursing Lab: Using Simulations to Prepare Students for Real Life
 * Session Facilitator(s): Sandra Goldsworthy**
 * Set up: to take place at a Nursing Lab (M Building) - 12 (or a bit more if required)**
 * Photo:** yes/no -
 * Description:**
 * Facilitator Bios:**

This session will help teachers learn how to effectively extend their classroom lessons using audio and video tools. In this session, Avinash will outline strategies he has used to enhance student learning by integrating audio and visual content into BlackBoard. Participants will explore the current state of audio and video tools with hands-on demonstrations. Participants should be comfortable with technology (smart phones/tablets), and should be actively employing their BlackBoard shells in their pedagogy. <span style="font-family: Arial,Helvetica,sans-serif;">Avinash Thadani teaches science courses in the BScN and Pre-Health programs in the School of Health & Wellness. A life-long learner himself, Avinash is passionate about promoting student learning through variety of methods both in the classroom and online.
 * A14. Session Title:** Integrating Audio-visual Technology in the Classroom - final
 * Session Facilitator(s):** **Avinash Thadani**
 * Set up:**
 * Photo:** yes/no
 * Description:**
 * Facilitator Bios:**
 * Session A**


 * A15. Session Title:** Streamline Grading using Blackboard Assignments
 * Session Facilitator(s):** **Alissa Bigelow**
 * Set up: 15 (B225 - Computer Lab?)**
 * Photo:** yes/no
 * Description:** Overwhelmed with marking? Is your inbox a mess with student assignment submissions? This session will give participants a hands on opportunity to create a Blackboard assignment that enables electronic assignment submission through the Grade Center. Participants will also receive an introduction to the new Inline Grading feature that provides onscreen annotation and makes grading assignments a much easier task. Time permitting, those in attendance will also see the submission process from the student perspective.
 * Facilitator Bios:** Alissa is the Instructional Technologist at Georgian College who provides faculty support for the educational technologies available within the college. She is also part time faculty with the School of Computer Studies and has over ten years of industry experience as a Computer Networking and Engineering Technician. Prior to coming to Georgian College she held positions at the Simcoe County District School Board and CTV News.

**Concurrent Sessions - B - 2:30-3:30**
Marissa - Marissa teaches full-time in Liberal Arts at the Barrie Campus. She teaches in three programs: General Education, General Arts & Science, and Communications. Marissa has used traditional, blended and online delivery. She currently teaches Introduction to Sociology Online, Family Sociology Online, and Work Environment Communication Online. Julian - Julian has been with Georgian College since 1999 and is currently teaching in the Practical Nursing Program. She enjoys trying new teaching and learning strategies in the classroom. During Julian's professional development she has gained a particular interest in the use of technology in the classroom and online course delivery.
 * B1. Session Title: From the Front (On)Line: Experiences of Online Teachers**
 * Session Facilitator(s): Panel Moderator: Amy Goruk, Panel Participants: Alanda Theriault, Marissa Fleming, Julian Faulkner**
 * Set up: 20 maximum, horseshoe, with row at front for panelists.**
 * Photo:** Alanda - yes, Marissa - yes, Julian - yes.
 * Description:** This panel will discuss the successes and challenges teachers are facing in the online classroom . The panelist are from various programs and have extensive experience developing and teaching online courses. Session participants/attendees can expect to gain valuable knowledge about teaching online. There will be opportunities for questions from the floor.
 * Facilitator Bios:**
 * Alanda -** Alanda Theriault teaches part time at Georgian College and the Business School at Humber College, Lakeshore campus and specializes in online courses in the liberal arts.

<span style="font-family: Arial,Helvetica,sans-serif;">**Session Facilitator(s):** Steve Miller <span style="font-family: Arial,Helvetica,sans-serif;">**Room Set up:** Horseshoe; Needs 2 lights <span style="font-family: Arial,Helvetica,sans-serif;">**Photo:** yes/no <span style="font-family: Arial,Helvetica,sans-serif;">Are you interested in enhancing your presentation files for online course delivery and connecting more with your students? Inserting instructional video and other media into your presentations can help students process information and make it more personal and interactive. In this session, we will walk through key steps in creating a short video, as a group. We will use a green screen (camera, green fabric and duct tape) to personalize a presentation with video clips and images. Join this session to for a little creativity and see what it’s like to be weatherperson. <span style="font-family: Arial,Helvetica,sans-serif;">Steve is the general education lead and teaches at Georgian’s Owen Sound Campus. Steve teaches a variety of psychology and sociology courses both in class and online. Steve began exploring screen recording in 2010, and green screen movies in 2013.
 * B2. Session Title:** <span style="font-family: Arial,Helvetica,sans-serif;">Green Screen like a Weatherperson to Enhance your Online Presentations - final
 * <span style="font-family: Arial,Helvetica,sans-serif;">Description: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bios: **

<span style="font-family: Arial,Helvetica,sans-serif;">**Session Facilitator(s)**: Jenifer Varcoe <span style="font-family: Arial,Helvetica,sans-serif;">**Room Set up**: not required <span style="font-family: Arial,Helvetica,sans-serif;">Lecture style room (theatre room)- Library Instructional Centre (K110) <span style="font-family: Arial,Helvetica,sans-serif;">**Photo**: YES <span style="font-family: Arial,Helvetica,sans-serif;">**Description:** Learn about the rich trove of resources available for your course & students. The library has amazing streaming videos plus all kinds or relevant & valuable potential course content. You need to know how to link it to your Bb shell. This session will show you how. Including placing streaming videos and customizable mashups (playlists) inside your Bb shell (without annoying copyright issues!). You'll discover linkable videos that help your students to use library resources effectively, including Mulitsearch and askON. <span style="font-family: Arial,Helvetica,sans-serif;">**Facilitator Bios:** <span style="font-family: Arial,Helvetica,sans-serif;">Jennifer Varcoe is the Special Projects Librarian at the Barrie campus Library Commons. She is enthusiastic about connecting students and faculty to streamed video content and how college libraries can provide accessible video content to its users.
 * B3. Session Title:**<span style="font-family: Arial,Helvetica,sans-serif;"> Link Your Bb Course Shell to Rich Library Resources - final
 * <span style="font-family: Arial,Helvetica,sans-serif;">Session B **

All teachers are challenged to get students to work effectively in groups and to align their efforts toward a successful project outcome. In this session, you will participate in a remarkably fun and instructive design exercise that will encourage your students to experience simple but profound lessons in collaboration, innovation and creativity. Through participation and discussion, participants will learn more about how to coach and facilitate groups and come to recognize the importance of adopting an iterative process (test – do – retest) in project development. //Jeff// is the Coordinator of the Research Analyst Postgraduate Program at Georgian. He has twenty years’ experience conducting applied research in education, and teaching in elementary, secondary and post-secondary environments.
 * B4. Session Title:** The Marshmallow Challenge**:** Lessons in Group Work - final
 * Session Facilitator(s): Jeff Cole**
 * Room Set up: small groups - 20**
 * Photo:** yes/no
 * Description:**
 * Facilitator Bios:**

The objective for this session is to introduce faculty to collaborative learning techniques (CoLTS) they may not be familiar with and show them how they can be used online just as effectively as in-person. To support this learning, faculty will engage in discussion and group work to practice a couple different face-to-face CoLTS and then strategize on how they could move them to an online environment. This will improve teaching practice by offering tangible strategies and solutions for promoting collaboration online, as an effective, efficient and powerful way to learn that replicates many workplace experiences. //Mark// teaches Communications and GenEd courses at the Barrie and Midland campuses. He is a Ph.D. candidate (ABD) at York University and brings a lot of experience leading both small and large classroom discussions. He’s recently developed some online classes and is engaged in developing strategies to promote group work online. //Emily// teaches with the General Education and General Arts and Sciences departments at the Barrie campus. She holds a master’s degree in socio-cultural anthropology from the University of Guelph. Emily is experienced in online course development and instruction and is engaged in developing participation strategies in both traditional and online class environments.
 * B5. Session Title:** Moving Collaborative Learning from In-class to Online - final
 * Session Facilitator(s): Emily Brett and Mark Dorsey**
 * Set up: Small groups - 20**
 * Photo:** yes/no
 * Description:**
 * Facilitator Bios:**

Active learning is essential for engagement and for promoting higher levels of learning. Although we may be committed to active learning, organizing activities in a lecture style classroom is extremely challenging. In this session, participants will engage in a variety of strategies that can be applied in a large variety of courses. All activities will practiced in a lecture style classroom to demonstrate adaptions for this type of learning space. Participants will walk away with a list of at least 10 strategies they can use and a clear idea of how to enact them in the classroom. Anne-Marie has taught at Georgian since 1989. As a Registered Nurse and Adult Educator she is committed to creating engaging classrooms based on inclusion as well as participative and constructivist learning – even in classrooms set in rows. She completed an M.Ed focused on student engagement, student development and leadership in higher education.
 * B6. Session Title:** Active Learning for the Lecture-Style Classroom
 * Session Facilitator(s): Anne-Marie McAllister**
 * Set up: Lecture style room (theatre room)**
 * Photo:** yes/no
 * Description:**
 * Facilitator Bios:**

<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">This session will help teachers by taking some of the mystery and unknown out of copyright. It will be an opportunity to review how copyright has changed and the positives results of these changes and how they enable the teacher to be able to provide a more technologically neutral environment for the student. Come to this session to discover how you can use many digital objects in your online course. <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Lori have been at Georgian for 10 years. She is the Copyright Technician in the Library and have completed the Certificate in Copyright Management through Special Libraries Association in June 2011. She thoroughly enjoys the world of copyright and digging for the answers to various questions.
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">B7. Session Title: **<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;"> New Flexible Copyright for the Online Classroom
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Session Facilitator(s): **<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;"> **<span style="font-family: 'Tahoma','sans-serif';">Lori Hallahan **
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Set up: 16 maximum / small groups of 4 **
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Photo: **<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;"> yes - on T drive
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Description: **
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Facilitator Bios: **

This session is an introduction to our “Georgian Island”, an interactive 3D teaching and learning virtual world. Experience Georgian’s Second Life 3D classroom for yourself. You will create a personalized avatar, travel to our Georgian College virtual campus, tour and learn to navigate in this immersive community, and participate in an interactive lesson. Participants; explore this virtual world, learn how Child and Youth Worker and Justice Studies students are leveraging this technology to practice career specific skills, and discuss this technologies utility in multiple disciplines across the college. This session is open to the beginner and advanced gamer! Howard is the coordinator of the Child and Youth Worker program at the Orillia Campus. Howard completed a Doctor of Philosophy (PhD) at the University of Toronto’s Ontario Institute for Studies in Education (OISE) with the Department of Adult Education and Counselling Psychology with a specialization in teaching and Learning. Josh is a Professor in the School of Public Safety and Emergency Services. He teaches courses on Community and Institutional Corrections. He graduated with a Master of Criminology from Bond University in Australia. He lives with his wife Val and two beautiful daughters Josie and Penelope.
 * B8. Session Title**: Second Life: 3D Virtual Technology in the Classroom - final
 * Facilitator(s):** Howard Bloom and Josh Barath
 * Room Set up:** Computer lab
 * Photo:**yes from past years
 * Description:**
 * Bios:**

//Description:// Forum theatre is a participatory role play strategy aimed at activating the five senses in the exploration of challenging scenarios. Rather than just thinking and talking, this method uses audience participation with the aim of finding alternative solutions and pathways to difficult interpersonal situations. In this session, participants will actively engage in collective role play to rehearse possibilities for change in relation to classroom conflict situations and difficult professional scenarios. Through observation, discussion, and participatory action, each person becomes a “spec-actor” for change. //Bio(s):// Jacqui has been an educator since 1999. She was recently hired full time at Georgian after working as partial-load for many years. Prior to teaching, Jacqui studied applied theatre at a post-graduate level and has attended and delivered drama workshops in a variety of community settings. Erika is a Professor in the School of Human Services at the Orillia campus - teaching in both the Child and Youth Worker and Social Service Worker programs. Erika completed her Master’s degree at McGill with concentrations in Theatre and Educational Psychology. She lives in the Orillia area and enjoys playing with sail boats and motorcycles. Greg is a counselor at Georgian and has a strong interest in how to deal effectively with emotionally volatile situations. His interest stems from experiences in college counseling, residence life, corrections, youth employment, relationship therapy, as well as his involvement in men’s groups for nearly two decades.
 * B9. Title:** Forum Theatre: An Active Tool for Exploring Challenging Interpersonal Situations - final
 * Facilitator(s): Jacqui Woods-Powell, Erika Courvoisier, Greg Taylor**
 * Room Set up: 18 (Horseshoe - chairs only)**
 * Photo:**yes from last year

In today’s visual environment, it can be much more engaging for both teachers and students to share ideas in a visual format as opposed to a written format. One powerful strategy for doing this is the photo essay. In this workshop, Tara will share her experiences as well as her students’ experiences with the photo essay assignment. She will provide examples and testimonials to demonstrate these experiences. Participants will discuss ideas for implementing this type of assignment in their courses and explore logistics related to implementation (i.e. assessment, copyright, technology support). <span style="font-family: Arial,Helvetica,sans-serif;">Tara works part time as a supervisor at the Orangeville campus and as a General Education and Communications teacher. She facilitates Teaching & Training Adults and other corporate training courses. Prior to Georgian, Tara worked as a HR consultant offering training to businesses in the GTA. She is a strong believer in collaboration and teamwork in teaching.
 * B10. Session Title:** Photo Essays: An Alternative to the Written Assignment - final
 * Session Facilitator(s): Tara Benson**
 * Set up: Small groups of four - 20**
 * Photo:** yes/no - see last year
 * Description:**
 * Facilitator Bios:**

<span style="color: #4d4d4d; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Jill has taught a variety of liberal arts courses at Georgian since 2000. Jill graduated from Georgian's General Arts and Science program, where excellent faculty encouraged her to continue her studies. She went on to complete a BA in Psychology and an MED in Sociology and Equity studies in education. <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 16px;">Kathy has been teaching full time at the college in the Georgian/York Collaborative BScN (nursing) program since 2001. She has a Masters of Education degree and enjoys taking risks in teaching in order to improve and support student learning experiences
 * B11. Session Title:** Planning for Engagement in the First Few Classes
 * Session Facilitator(s): Jill Esmonde and Kathryn Weatherall**
 * Set up: Small groups of 4 - 16**
 * Photo:** yes/no - see last year
 * Description:** <span style="font-family: Arial,Helvetica,sans-serif;">We all recognize the importance of the first few classes in terms of generating student engagement for our courses. Unfortunately, the result we hope for as we start the semester can be difficult to achieve. This session provides the opportunity for faculty to reflect on their goals for those crucial first classes and align those goals with their teaching and learning approaches. Based on their goals, participants will brainstorm concrete strategies that can work within the time constraints we all face and consider how to communicate these goals in their syllabus. Participants will also hear about the strategies that experienced teachers have implemented after reflecting carefully on their goals.
 * Facilitator Bio**

Many of us now carry smartphones and use them as our primary camera. Would you like to learn to take better photographs with your smartphone? In this session, you will learn some fundamental techniques on how to shoot better pictures. These techniques would apply to any type of camera (DSLR, point-and-shoot, smartphone). Through some hands-on activities, you’ll also learn some techniques specific to smartphones. You’ll also see some very useful camera apps demonstrated. Don’t forget to bring your smartphone! <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Peter is a Ryerson Grad with a BAA in photography and spent over twenty five years shooting for magazines, ad agencies and films from North America to Africa. Teaching full time at Georgian College has been equally rewarding but he’s not done yet! Photographer, teacher, artistic explorer. Terry is a practicing professional photographer operating a studio in the Muskoka region. The winner of many national awards including Portrait Photographer of the year for Canada. He holds his Masters Award with the Professional Photographers of Canada and is a national judge. He shares the wealth of his career to inspire and educate in Georgian’s Digital Photography Program.
 * B12. Session Title:** Take Better Pictures with your Smartphone
 * Session Facilitator(s): Peter Stranks & Terry Hyrnyk**
 * Set up: horseshoe - 16 to 20**
 * Photo:** yes/no -
 * Description:**
 * Facilitator Bios:**

Many college programs have the responsibility of ensuring that students have the competencies to be successful in their choice of profession. In today’s changing workforce, it is important that grads continually develop their skills and abilities, which involves reflecting on their practice and engaging in continuous learning. Over a two or three year period, students must shift their identity and perspectives from being solely personal to adopting a professional lens. In this session, we will examine how to engage learners more productively in reflection on practice and consider strategies to facilitate better thinking as well as better engagement in the process. Kath Gradwell has been full time faculty member for more than 20 years. She is and ECE educator and has been a leader in that field for her whole career. She has a Masters of Education in Counselling Psychology.
 * B13. Session Title:** Reflection on Practice: Strategies for Helping Students Think Like Professionals
 * Session Facilitator(s): Kath Gradwell**
 * Set up: Small groups of 4 - 20**
 * Photo:** yes/no - needed
 * Description:**
 * Facilitator Bios:**

Do you ever wish that you can access all your data on your various devices (laptop, tablet, smartphone)? Have your ever snapped a photo on your smartphone and wish that you can easily share that to your computer? Taken notes on your laptop I n a meeting lately and wished you could view those toes on your tablet? In this session, you will learn about how you can use Evernote to organize yourself and your data. Evernote runs on the web, on your laptop, tablet, and smartphone. Through a number of hands-on activities, you will learn first hand the different features and functions of Evernote. Chris has been teaching at Georgian for 12 years. With over 25 years of information systems experience including network and systems management and design, Chris has a wealth of knowledge to share with his students. He is dedicated to lifelong learning and passionate about technology and how to bring that technology into the learning environment.
 * B14. Session Title:** Organize Yourself and Your Data Using Evernote - final
 * Session Facilitator(s): Chris Hepburn**
 * Set up: horseshoe - 10 to 16**
 * Photo:** yes/no -
 * Description:**
 * Facilitator Bios: (Needs to be shortened)**


 * B15. Session Title:** Demystifying the Blackboard Grade Center
 * Session Facilitator(s): Alissa Bigelow**
 * Set up: 15 (B225- Computer Lab?)**
 * Photo:** yes/no -
 * Description:** This session will give participants some very useful tips and tricks about the Blackboard Grade Center. Participants will learn about the external grade marker and how it is used to display a column value to students, how to setup the weighted total column to calculate final grades, and how to colour code the grade center to quickly and easily identify students who may be at risk. Participants will also learn how to properly hide columns from students and how to unhide accidentally hidden columns. Time permitting, those in attendance will also get a first hand look at the student My Grades area.
 * Facilitator Bios:** Alissa is the Instructional Technologist at Georgian College who provides faculty support for the educational technologies available within the college. She is also part time faculty with the School of Computer Studies and has over ten years of industry experience as a Computer Networking and Engineering Technician. Prior to coming to Georgian College she held positions at the Simcoe County District School Board and CTV News.

Students constantly challenge professors as to why they have to take certain courses. Getting the semester off to a good start and providing context to the value of your course, is critical. This session will share strategies on how participants can use Essential Employability Skills 2000+ on the first day, and throughout the course, as a strategy to contextualize content for students. Participants will learn how this approach creates an environment of professional collaboration in the classroom as the students identify and practice skills necessary for success at college that then transfer into their professional careers. //Michele// currently teaches mathematics and physics in Pre-Health and has piloted both math and physics courses for the Aboriginal Stream of that program. She was recently named to the International Scientific Advisory Board of IATED, a large international body with a focus on international education and university cooperation in technology, mathematics and science.
 * B16. Session Title:** Essential Employability Skills: Bridging the Gap
 * Session Facilitator(s): Michele Baron**
 * Set up: 16 - small groups**
 * Photo:**
 * Description:**
 * Facilitator Bios:**