Session+Descriptions+2011

=Session Descriptions=

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__**Morning Sessions - Outline**__
 * || **Session Topic** || **Facilitator** ||
 * 1 || Reflecting on Classroom Communication || Thomas Farrell ||
 * 2 || Working Across Cultures || Ben Yang ||
 * 3 || Technology in the Classroom: Engagement Amidst Distraction || Rebecca Wakelin ||
 * 4 || Recognizing and Responding to Challenging Behaviour || Howard Bloom ||
 * 5 || Using Manipulatives to Spark Learning || Trudy Bergere and Kim Getty ||
 * 6 || Using Facebook to Connect with Students || Christine Pryce ||
 * 7 || "All the World's a Stage": Using Role Plays for Teaching & Learning || Lance Triskle ||
 * 8 || Community Service Learning Panel Discussion || Jill Esmonde-Moore and Barb Baker ||
 * 9 || Reading Effectively at Georgian College || Cynthia Parr ||
 * 10 ||< Cognitive Processing Model to Facilitate Thinking || Leon Khodorkovsky and Bryan Gelyk ||
 * 11 || Enabling the Sustainability Transformation || Bill French and Gary Cerantola ||


 * __Afternoon Sessions - Outline__**
 * || **Session Topic** || **Facilitator** ||
 * 12 || Dealing with Emotions in the Classroom || Greg Taylor ||
 * 13 || Many Faces of Social Networking || Kelly Mannen, Iain Robertson, Gail Hussey ||
 * 14 || Greening Your Curriculum || Tim Green ||
 * 15 || The Coaching Conversation in Action || Rick McFadden ||
 * 16 || Learning Portfolios for Evaluation || Kathy Weatherall ||
 * 17 || Podcasting & Mobile learning || Rob Theriault ||
 * 18 || Bringing a Human Rights Consciousness to the Classroom || Steve McDonald ||
 * 19 || Exploring Challenging Verbal Behaviour || Howard Bloom ||
 * 20 || Integrating CICE Students in the Classroom || Renée Ferguson & Jaime Charlebois ||
 * 21 || Strategies to Support ESL Learners || Tamara Fisher-Cullen, Mary Wuergler, Virginia McHardy ||

Session Descriptions
Description: Much of what happens in the classroom remains unknown to the teacher and this is especially true when it comes to the different patterns of classroom communication that exist in each class. This workshop will demonstrate how teachers can look at classroom communication in terms of underlying classroom communication structure, classroom interaction patters and general lesson analysis from a language perspective that includes analysis of the effectiveness of different types of teachers’ questions. Participants will be given hands-on practice on how to look at the communication patterns in their classrooms.
 * 1. Reflecting on Classroom Communication**
 * Facilitator: Thomas Farrell**
 * Photo: Amy has it**

Bio: Amy has it, where is it?


 * 2. Title: Working Across Cultures**
 * Facilitator: Ben Yang**
 * Photo: done**

Description: Cultural values and assumptions influence behaviour and affect interactions with individuals and groups. The participant will gain insights on how culture and language affect communication and learning styles. This session aims to create a higher level of intercultural awareness and assist faculty in gaining insight into how cultural values and assumptions influence behavior and interactions. Participants will have an opportunity to enhance their intercultural skills, which can be applied when working with people from different cultures in the workplace. Bio: Ben is the Director of International Education & Training. International student experience led Ben to roles involving cross-cultural communication and globalization. Before coming to Georgian, he directed the International Student Centre at Queen’s, taught international educators, and served as Chair of the Canadian Bureau for International Education where he earned the 2010 Internationalization Leadership Award.

**3. Title: Technology in the Classroom: Maximize Engagement Amidst Distraction** **Facilitator: Rebecca Wakelin (Faculty - ???)** **Photo: Have photo (bob)**

Description: A frequent topic of discussion among Georgian educators is how to minimize “technological distraction” in the classroom. It can be difficult when students are paying more attention to their electronic devices than to the classroom learning activities. Participants will examine the issue from the perspectives of students, look at current research and explore their own viewpoints as instructors. Participants will engage in discussion and collaborative activities to generate ideas and strategies for addressing technological distraction in their teaching practice. Bio: Rebecca teaches in the Aboriginal Studies and Communications departments. She has been an educator for seven years; two of which have been at Georgian. She has a B.A. and a B. Ed. and is currently working towards a M. Ed degree. Her current research interests include managing technology in the classroom and community service learning.

**4. Title: Recognizing and Responding to Challenging Behaviour (Morning Session)** **Facilitator: Howard Bloom** **Photo: From last year**

Description: Have you ever had to interact with someone who exhibits challenging behaviour? Perhaps you’ve been confronted by an agitated student, an irate parent, or an upset colleague…This fun and interactive workshop is designed to guide you in recognizing and responding to such behaviour. Participants will learn to recognize the early signs of an agitated individual; reflect on how this impacts on behaviour and on your teaching environment; and most importantly, will learn effective techniques to de-escalate the situation before the behaviour becomes a crisis. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio: <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Howard M. Bloom, PhD., is the Coordinator of the LASA Program and a full-time faculty in the CYWK Program at the Orillia Campus. For over 20 years, Howard has worked with at risk children and youth and taught adult learners in a variety of clinical, educational and recreational settings.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**5. Title: Using Manipulatives to Spark Learning** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitators: Kim Getty and Trudy Bergere** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photo: Bob has taken**

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">More and more post-secondary educators are recognizing the value of using manipulatives to facilitate learning of abstract concepts. In this session, the facilitators will share how and why they are using manipulatives in science teaching and lead participants in considering how they can be used to support learning in other disciplines. Participants will generate a teaching toolkit to set in motion a plan for incorporating manipulatives in their courses.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bios: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Kim has taught chemistry in pre-health and toxicology in the school of environmental studies since 2004. She has an honours BSc from the University of Waterloo, a BEd from Queen’s, and a MEd from Framingham University in International Education. She taught and worked in science labs overseas for several years. <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: small; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Since joining the college in 1996, Trudy has designed and delivered a variety of science courses for Engineering Technology, Health Sciences, and University Studies. She is a past recipient of a Teaching Excellence Award and enjoys working as a curriculum coach for the Centre for Teaching and Learning. This spring Trudy completed a PhD in Curriculum Studies at the University of British Columbia.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**6. Title: Using Facebook to Connect with Students** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitator: Christine Pryce** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photo: Done**

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Committed educators are always looking for new ways to connect with students and engage them in the learning process. Facebook offers one option for addressing this goal. In this session, participants will hear about Christine’s experience in using facebook to connect with students. The purpose of the session will be to expand our understanding of facebook’s potential as a socio-cultural tool, explore the possibilities that it offers, and discuss some key issues involved in using it as a learning tool. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Christine Pryce has taught in the college system for 7 years and presently teaches in the Faculty of Liberal Arts and Science at Georgian College. As a Family Mediator and Life Skills Coach, she works extensively with youth to facilitate communication, to promote inter-cultural learning, and to help mediate everyday experiences.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**7. Title: “All the World’s a Stage”: Using Role Play for Teaching and Learning** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitator: Lance Triskle** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photo: have photo**

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">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. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Lance Triskle is a Professor at Georgian College. He teaches a variety of courses on law and Aboriginal culture. He completed a Bachelor of Arts from the University of Western Ontario. He completed a Bachelor of Laws from Queen’s University. He completed the Teaching and Training Adults Certificate Program at Georgian College. He has a Master of Laws from Osgoode Hall Law School with a concentration in Alternative Dispute Resolution.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**8. Title: Community Service-Learning Panel Discussion** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitators: Jill Esmonde-Moore and Barb Baker** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photos: Still needed**

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Community Service-Learning (CSL) “is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities” (Faculty Toolkit, 2000). Join us for a moderated panel discussion on various community service learning initiatives occurring around the college. Panel members will include faculty members with various levels of involvement in community initiatives. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bios: <span style="color: #4d4d4d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 112%; margin: 0in 0in 0pt; text-indent: 0in;">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: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Barb began at Georgian in 2007 as a part-time faculty, field placement liaison, and field monitor. In 2010, she became a full-time faculty member in the Social Service Worker program. Barb has worked in Social Work since graduating from Ryerson University in 1994. She recently completed her MSW at the University of Windsor.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**9. Title: Reading Effectively at Georgian College** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitator: Cynthia Parr** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photo: Done**

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Reading is often considered a skill that is learned early in life and then taken for granted. This interactive session focuses on reading as an ability that develops throughout one’s lifetime in response to changing reasons to read. The initial results of the recent survey on faculty and students’ attitudes toward reading assignments at Georgian College will be presented. Participants will be encouraged to provide responses to the survey results and to contribute ideas about reading as a college-level ability. Faculty attending this session will be challenged to consider Georgian students as developing readers who need instruction and support; the idea of teaching reading comprehension as part of program-specific classes will be introduced.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Formerly a communications instructor, Cynthia Parr now teaches Laurentian University English courses through Georgian's University Partnership Centre. Her current research focuses on reading comprehension in postsecondary environments, specifically instructors' perceptions of reading in their courses.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**10. Title: Cognitive Processing Model to Facilitate Thinking** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitators: Bryan Gelyk & Leon Khodorkovsky** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photos: Bryan OK, Leon needed** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">A cognitive processing model aims at facilitating a systematic approach to progress. this method of structured knowledge processing allows students to move efficiently toward a targeted outcome. It helps the student build a logical structure for organizing their knowledge. Participants will discuss the significance of "question asking", "information processing", and "internal filtering". Participants will be actively engaged in utilizing the presented "Model" in their current disciplines.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bios: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">//Leon Khoderkovsky// graduated from State Polytechnical University with a Masters Degree in “Internal Combustion Engine Design”. His specialty is in analyzing efficiency of complex systems. He is currently applying this expertise, assisting Bryan in advancing learning and teaching strategies.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">//Bryan Gelyk// graduated from the Marine Engineering Technology Program at Georgian College (Owen Sound). He is an internationally recognized pioneer in developing “Simulated Environment” teaching methods for 25 years. Combing efforts with Leon he is advancing these teaching innovations from a “Simulated” to other learning environments.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**11. Title: Enabling the Sustainability Transformation** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitators: Bill French and Gary Cerantola** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photos: Got photos**

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">As part of a global community, sustainability is everyone’s concern. As teachers we have the leverage and responsibility of inspiring and influencing everyone to become good ancestors. In this session, participants will explore trends and drivers related to sustainability, brainstorm meaningful ways they can inspire contributions to the world sustainability effort, and generate ideas for integrating sustainability thinking into teaching. Through our education capabilities, we all need to consider how we can be part of the sustainability transformation.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bios: //<span style="color: black; font-family: 'Arial','sans-serif';">Bill French //<span style="color: black; font-family: 'Arial','sans-serif';"> has 35 years of senior management experience and teaches in business. He writes articles and hosts a show on local politics in the Collingwood area. He operates Lordwill Enterprises Inc., a general business consulting company, and is a partner in Critical Thinking Associates, a strategic management firm. <span style="font-family: Arial,Helvetica,sans-serif;">//Gary Cerantola// is a professional engineer with an MBA and an Honours chemistry degree. He teaches in Georgian’s Business and Technology programs and has taught courses in sustainability at the University of Phoenix. Gary has extensive executive, management, and board of director experience.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**12. Title: Dealing with Emotions in the Classroom** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitator: Greg Taylor** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photos done** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Given the increasing complexity of students lives, teachers can benefit from learning how to recognize and handle student emotions. Many students are only beginning to learn how to deal with emotions such as fear, sadness, anxiety, and anger. The objective of this workshop is to explore the emotional landscape of college learners and offer useful models and practical strategies to respond constructively. Greg will use discussion and interactive exercises to assist teachers in navigating emotional challenges.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: small; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">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

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**13. Title: Many Faces of Social Networking** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitators: Kelly Mannen, Iain Robertson, Gail Hussey** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photos: ???**

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">What happened to the day when tweeting was what a bird did and my space was what you wanted when you had teenagers? Social media is now part of our cultural fabric and as teachers it can provide new pathways and opportunities for professional communication, messaging, and learning. In this panel presentation, participants will have to opportunity to explore the role that social media can play in supporting learning from various perspectives including professional development, teaching and assignment design, and information literacy; pose questions regarding social media and learning; and consider possibilities for incorporating social media into courses.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bios: <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10.5pt; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">//Kelly Mannen// is coordinator of the pharmacy technician program and full time faculty with the dental hygiene program. She has spent several years as the Interprofessional Education facilitator with the School of Health and Wellness and Child Studies. Her Master’s of Education focused on Post Secondary studies and Interprofessional education. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">//Iain Robertson// teaches in the massage therapy program and is currently a co-lead for interprofessional development in the Health Sciences department. He sees emerging technologies as a means to connect students to each other, course content and himself. Iain has been using social media for several years to support students.

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">//Gail Hussey// is a Georgian graduate from the Library Technician and Fundraising and Resource Development programs, with a university education in Fine Arts. Gail provides research support in the Georgian Library Commons, Centre for Access and virtual spaces, where her interests are in pre-emptive service – meeting users where they are.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**14. Title: Greening your Curriculum** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitator: Tim Green** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photo: Done**

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description:

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">The purpose of this session is to provide faculty with strategies for making connections between concepts of environmental awareness and their course content. We will examine some basic ecological principles, which are relevant to all program areas. Participants will generate concrete ideas regarding the application of ecological principles to their own course and will develop a basic level of ecological literacy. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio:

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Tim Green teaches in the School of Liberal Arts at the Barrie campus. He has a Masters degree in environmental philosophy and is a past president of the Environmental Studies Association of Canada. Tim has recently become a father with the birth of his first child, Penelope.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**15. Title: The Coaching Conversation in Action** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitator: Rick McFadden (Faculty – Business)** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photo New photo taken 2011 (bob)** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Coaching is used in athletics and business to promote continuous learning and improvement. Research shows that many learners respond more positively to collaborative approaches, making coaching skills useful for every educator. This interactive session will explore how coaching principles can enhance conversations (i.e. meetings, one-on-one, classroom) in order to improve outcomes. Through open discussion and modeling, the session will explore the coaching cycle, the coaching conversation, and the coaching process. Participants will learn how coaching, as a two way process, can create an interactive environment conducive to learning and for both faculty and students.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Rick McFadden, MBA, CHRP, CRSP is an experienced Human Resources, Executive Coaching and Safety Professional with over 19 years consulting experience in the public and private sectors. He taught at Georgian College for over 10 years prior to becoming a full time Professor in Business. He holds undergraduate degrees in Labour Relations and Organizational Sociology as well as an International MBA.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**16. Title: Learning Portfolios for Evaluation** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitator: Kathy Weatherall** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photo: Have Photo (bob)** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Faculty who focus on the process of learning and the integration of knowledge are always looking for ways to increase their repertoire of assessment methods. Participants will review and discuss the process of learning portfolios as an alternative method for summative and formative evaluation. Learning portfolio’s not only allow but actively encourage students to demonstrate their achievements in meaningful and authentic ways. Kathy will describe the development, implementation and evaluation of the Learning Portfolio process, as well as lessons learned from the experience from both a teacher and student perspective. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Kathy Weatherall has been teaching full time at the college in the Georgian-York Collaborative BScN program for nine years. She has a Master of Education degree and enjoys learning and sharing with colleagues.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**17. Title: Podcasting and Mobile Learning** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitator: Rob Theriault BHSc., EMCA, RCT(Adv.), CCP(F)** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photo: on file** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">How do we connect with students in the digital age and leverage the technologies that they use to supplement and enhance their learning experience? One way is to engage them through Podcasting. Podcasting involves creating audio or “enhanced” audio recordings that are downloadable to a Smartphone, iPod or any mobile device. Podcasts can be used by teachers to supplement learning or by students to create digital assignments. Together we’ll discuss the pedagogy, possibilities and potential pitfalls of Podcasting. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Rob teaches in the paramedic programs at Georgian College. Rob employs Podcasting, Webcasting and Screencasting in his everyday teaching at Georgian and you can see/hear hundreds of his Podcasts at the Georgian iTunes U site. In 2009 Rob received the prestigious Ontario Colleges “Innovative Teaching with Technology Award”.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**18. Title:** **Bringing a Human Rights Consciousness to the Classroom** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitator:** **Steve McDonald, Coordinator, UPC Orillia** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photo; Have photo (bob)** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Research shows that people get connected when they feel respected, and that connected learners are more engaged learners. Using a participatory methodology, this workshop will focus on expanding awareness about how human rights thinking can enhance classroom practice. In this session, participants will share stories, examine key principles of human rights conciousness, and interact with fellow participants to generate instructional strategies that reflect such a consciousness. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio:

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Steve teaches courses in Social Work and in Human Rights. He is the Coordinator of the University Partnership Centre on the Orillia campus. Steve has done extensive research on measuring the effectiveness of human rights training. He has been an inner city school social worker with adolescents, and refugee aid worker in Africa for the United Nations.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**19. Title: Exploring Challenging Verbal Behaviour (Afternoon Session)** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitator: Howard Bloom** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photo: From last year** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">From time to time our students, colleagues and others confront us with challenging verbal behaviour. This impacts us in a variety of ways, especially in how we feel and respond. This interactive workshop explores challenging verbal behaviour and provides response strategies that are appropriate and effective. Participants will actively engage in a step by step interactive role-play exercise that will take you though the stages of verbal escalations, and together we will explore effective responses. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bio: See bio under morning session

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**20. Title:** **Integrating CICE Students in the Classroom** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Facilitators: Renée Ferguson and Jaime Charlebois** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">**Photos: Renee OK, Jaime - OK** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">This session provides participants with an overview of Georgian’s Community Integration through Co-operative Education (CICE) program; a program designed for students with special needs. The CICE program’s philosophy of access and integration, the learning needs of its students, and the structure of the program, including supports for students and faculty, will be outlined. In breakout groups, faculty will be given the opportunity to discuss the integration of CICE students in their classrooms and how the CICE program will influence their teaching practice. CICE students will attend classes in several program areas across the College starting in the 2011-2012 academic year.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bios: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Renée has taught in General Education and General Arts and Science since 2003. She is very excited to now be coordinating the new Community Integration through Co-operative Education (CICE) program in addition to her teaching. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Jaime has taught in the Bachelor of Science in Nursing program (BScN) since 2008. She became involved in the CICE program development within her Master of Science in Nursing (MScN) work placement, precepted by Nina Koniuch. Being a part of the CICE team has been very rewarding for Jaime.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">21. Title: Strategies to Support ESL Learners <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Facilitators: Tamara Fisher-Cullen, Mary Wuergler, Virginia McHardy <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Photos Tamara (from last year) Mary - ???

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Description: <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">As the number of ESL (English as a Second Language) learners at Georgian grows, strategies to support them in academic courses are becoming more important to implement. Research shows that many of these strategies benefit all students and create a more inclusive learning environment. In this session, participants will identify key challenges related to learning in a second langage and explore strategies for supporting ESL students that can be easily implemented in academic courses. Testimonials from successful ESL students will provide further insight into strategies they find particularly helpful in supporting their learning.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">Bios:

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">//Tamara Fisher-Cullen// has been at Georgian for 12 years. She currently coordinates the English for Academic Purposes (EAP) program. She has taught ESL in Brazil, Mexico and Iran and really enjoys working with international and domestic ESL students at Georgian. She enjoys gardening, cycling, and reading with her children. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">//Mary Wuergler// has taught ESL (English as a Second Language) since 1996 and has helped International students improve their English through the college’s EAP (English for Academic Purposes) Program and Gen Ed courses since 2006. She enjoys seeing her students improve their English and achieve their academic goals. <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; line-height: 15.6pt; margin: 0in 0in 0pt; text-indent: 0in;">//Virginia McHardy// is new to Georgian College, but has taught ESL since 1992. She is a member of TESL Ontario and has a wide range of teaching experience. At Georgian, Virginia has taught Communications and EAP courses. She loves the classroom and learning from her students!