Session+Descriptions+2015

**Confirmed Sessions for 2015**
Kelly Mannen,Tracy Mitchell Ashley || Sarah Hunter, Susan Stott-Hood, ||
 * **Number**
 * Below** || **Morning Sessions**
 * Title** || **Morning Sessions**
 * Presenter(s)** ||  || **Number**
 * Below** || **Afternoon Sessions**
 * Title** || **Afternoon Sessions**
 * Presenters** ||
 * 6 || Learning-Centered Courses of Excellence || Christy Price ||  ||   ||   ||   ||
 * 1 || Improving Memory and Retention through Slide Design || Mark Dorsey and Michael Spencer ||  || 15 || Using Screen capture software to improve student learning || Mark Dorsey and Emily Brett ||
 * 2 || Simple Tech = Great Formative Assessment || Catherine Luke, Hitomi Mochizuki, Julio Acevedo, Shanshan (Sharon) Bai ||  || 25 || A Toe in the Water: Introduction to the Flipped Classroom || Marion Maye ||
 * 24 || Cultivating a Community of Inclusion: Walk a Mile in my Shoes || Kelly Woods, Genny Guindon, Heather Jenkins, Kristen Jessup, Hazel Rawn, Megan Jordan, Molly Zariwny, Stella Booth ||  || 3 || Success and "The Autism Spectrum" in the College Classroom || Alexa Farley and Margaret Hildebrandt ||
 * 27 || The right mix? A panel of Hybrid/Blended Teachers || Tim Schmidt, Scott McCrindle, Kathy Weatherall ||  || 4 || From the Front-(On)line: Experiences of Online Teachers || Alanda Theriault, Marissa Fleming, Julian Faulkner ||
 * 13 || In-class Experiential Learning: A Powerful Engagement Tool || Lydia Robertson and Kath Gradwell ||  || 5 || Celebrating and Enhancing In-Class Experiential Learning || Adam Stibbards ||
 * 23 || Connecting Classrooms the Community: CSL Stories from Faculty || Jill Dunlop, Thea Jones, Catherine Wareham, Josh Barath ||  || 8 || Journeys for Equity: A Community Service-Learning and Social Justice Action Project || Thea Jones, Brandy Mullen, Mackenzie Reed (student), Kendra Bursey (student), Haily MacDonald (community partner) ||
 * 9 || 5 Great Strategies to Build Academic Success in the Classroom || Cindy Korpatnicki and Sarah Hunter ||  || 14 || Team Projects in the Classroom: From Daunting to Doable || Gwen Richardson and Mark Cutts ||
 * 26 || Capturing Motion in Your Class with a Swivl || Iain Robertson ||  || 10 || Green Screen like a Weatherperson to Enhance your Online Presentations || Steve Miller ||
 * 11 || Teaching and Learning with Case Studies || Kim Getty and Avinash Thadani ||  || 20 || Professionalism as Part of the 21st Century Classroom || Christine Pryce, Kathy Weatherall,
 * 12 || Culturally Responsive Teaching || Christine Pryce ||  || 21 || Supporting English Language Learners in Post-Secondary Courses || Virginia McHardy ||
 * 16 || Using Psychology to Understand and Address Procrastination || Jill Esmonde and Brandy Mullen ||  || 31 || Metacognition: A Secret Sauce that Promotes Student Success || Wayne Brown ||
 * 22 || The First Year International Student Experience || Tamara Fisher Cullen, Jennifer Hickey and International students ||  || 17 || Using Online Tests as Assignments in Blackboard || Don Gibson ||
 * 19 || Mindfulness and Learning || Susan Chapman and Jayme Henderson ||  || 18 || Grounded: Integrating Mindfulness into the Post-secondary Classroom || Erika Courvoisier,
 * 28 || Best Practices for Online Testing || Gordon Ma ||  || 29 || Active Learning through Responseware || Gordon Ma ||
 * 30 || Taking Better Pictures with Your Smartphone || Peter Stranks ||  || 32 || Online Courses: Library and Academic Success Centre Support || Jennifer Varcoe and Chrissy Deckers ||
 * ||  ||   ||   || 7 || Developing Social Entrepreneurial Skills and Mindsets || Suzanne Addison-Toor and Dominika Farrelly ||

groups of 4 || Annique || have participants bring laptops if they have them - 5 laptops || 3 groups of 4 || Annique || People need to bring a smart device. || groups of 4 || Annique ||  || 5 groups of 4 || Annique || Brandy is also in session with Jill Esmonde || Groups of 4 || Annique || Sarah is also doing mindfulness session || small groups of 4 || Annique ||  || Horseshoe with laptops ||  || Need laptops Mark is also doing session with Michael Spencer || Horseshoe || Annique || Brandy is also part of this session || Jayme Henderson ||  || Greg ||   || Jennifer Hickey ||  || Annique ||   || Groups of 4 || Annique ||  ||
 * || am or pm || **Session Topic**
 * Maximum 60 characters** || **Facilitator(s)** || **Maximum # participants**
 * (Room Set Up)** || CTL Contact || **Notes** ||
 * 1 || am || Improving Memory and Retention through Slide Design || Mark Dorsey and Michael Spencer || 20
 * 2 || am || Simple Tech = Great Formative Assessment || Catherine Luke, Hitomi Mochizuki, Julio Acevedo, Shanshan (Sharon) Bai || 12
 * 3 || pm || Success and "The Autism Spectrum" in the College Classroom || Alexa Farley and Margaret Hildebrandt || 20
 * 4 || pm || From the Front-(On)line: Experiences of Online Teachers || Alanda Theriault, Marissa Fleming, Julian Faulkner || 16 horseshoe with row for panelists || Amy ||  ||
 * 5 || pm || Celebrating and Enhancing In-Class Experiential Learning || Adam Stibbards ||  || Annique ||   ||
 * 6 || am ||  || Christy Price ||   || Greg ||   ||
 * 7. || pm || Developing Social Entrepreneurial Skills and Mindsets || Suzie AddisonToor, Dominika Farrelly || 20 - small groups || Annique ||  ||
 * 8 || pm || Journeys for Equity: A Community Service-Learning and Social Justice Action Project || Thea Jones, Brandy Mullen, Mackenzie Reed (student), Kendra Bursey (student), Haily MacDonald (community partner) || 20
 * 9 || am || 5 Great Strategies to Build Academic Success in the Classroom || Cindy Korpatnicki and Sarah Hunter || 28
 * 10 || pm || Green Screen like a Weatherperson to Enhance your Online Presentations || Steve Miller ||  || Greg ||   ||
 * 11 || am || Teaching and Learning with Case Studies || Kim Getty and Avinash Thadani || 20 - groups of 4 || Annique || Tent cards for names ||
 * 12 || am || Culturally Responsive Teaching || Christine Pryce || 20 - horseshoe || Annique || Also in professionalism session ||
 * 13 || am || In-class Experiential Learning: A Powerful Engagement Tool || Lydia Robertson and Kath Gradwell || 20-24 groups of 4 - need space in the middle for "train" || Annique ||  ||
 * 14 || pm || Team Projects in the Classroom: From Daunting to Doable || Gwen Richardson and Mark Cutts || 20
 * 15 || pm || Using Screen capture software to improve student learning || Mark Dorsey and Emily Brett || 12
 * 16 || am || Using Psychology to Understand and Address Procrastination. || Jill Esmonde, Brandy Mullen || 20
 * 17 || pm || Using Online Tests as Assignments in Blackboard || Don Gibson || 20 - computer lab or laptops || Annique and Gordon ||  ||
 * 18 || pm || Mindfulness practices for the classroom || Sarah Hunter, Susan Stott-Hood, Erika Courvoisier ||  || Annique || Sarah is also doing session with Cindy ||
 * 19 || am || Mindfulness and Learning || Susan Chapman and
 * 20 || pm || Professionalism as Part of the 21st Century Classroom || Kelly Mannen, Christine Pryce, Kathy Weatherall, Tracy Mitchell Ashley ||  ||   || Christine is doing another session ||
 * 21 || pm || Supporting English Language Learners in Post-Secondary Courses || Tamara Fisher Cullen
 * 22 || am || The First Year International Student Experience || Virginia McHardy and students ||  || Annique ||   ||
 * 23 || am || Connecting Classrooms the Community: CSL Stories from Faculty || Jill Dunlop, Thea Jones, Catherine Wareham, Josh Barath ||  || Annique ||   ||
 * 24 || am || Cultivating a Community of Inclusion: Walk a Mile in my Shoes || Kelly Woods, Genny Guindon, Heather Jenkins, Kristen Jessup, Hazel Rawn, Megan Jordan, Molly Zariwny, Stella Booth || 24 (Can take more if needed - up to 28)
 * 25 || pm || A Toe in the Water: Introduction to the Flipped Classroom || Marion Maye ||  || Greg ||   ||
 * 26 || am || Capturing Motion in Your Class with a Swivl || Iain Robertson || 16 horseshoe ||  ||   ||
 * 27 || am || The right mix? A panel of Hybrid/Blended Teachers || Tim Schmidt, Scott McCrindle, Kathy Weatherall || 16 horseshoe with row for panelists || Amy || Kathy is doing another session ||
 * 28 || am || Best Practices for Online Testing || Gordon Ma || 20 - Rows ||  ||   ||
 * 29 || pm || Active Learning through Responseware || Gordon Ma || 20 - Rows ||  ||   ||
 * 30 || am || Taking Better Pictures with Your Smartphone || Peter Stranks and Terry Hrynx ||  ||   ||   ||
 * 31 || ? || Metacognition || Wayne Brown ||  ||   ||   ||
 * 32 || pm || Online course delivery: The Library and Academic Success Centre are here to help || Jennifer Varcoe and Chrissy Deckers || Instructional Centre || Amy ||  ||

Session Descriptions, Bios, Details
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 slide design in developing presentations that resonate with student audiences. //Mark// teaches Communications and GenEd courses. He is a Ph.D. candidate at York University and brings a lot of experience leading both small and large classroom discussions. For the past year, he has also worked in CTL as a mentor for faculty developing online courses. //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.
 * 1.Session Title:** Improving Attention and Memory through Slide Design - final
 * AM/PM/Either: AM**
 * Session Facilitator(s):** Mark Dorsey and Michael Spencer
 * Room Set up: Groups of 4**
 * Photo: (from last year)**
 * Description:**
 * Facilitator Bio(s): confirmed **

Formative assessments provide low stakes opportunities for students to assess their learning. Students love, and are attached to, their smartphones so why not use them as a tool? This hands-on interactive workshop is designed to showcase easy-to-use technologies that can be used to engage students in formative assessment. Participants will be both the student, and the teacher, as we create quizzes using programs such as Socrative, as well as mind-mapping tools such as Coggle.it. These small and simple activities allow for a greater insight into students’ learning and, more importantly, the effectiveness of instruction. Please bring your smart device. **Catherine** teaches English for Academic Purposes, and was an early advocate of using technology to enhance the learning process. She is a proponent of Project Based/Task Based Learning, and formative assessment. Catherine is a graduate student in the Masters of International Education program at the University of Bath.
 * 2. Session Title:** Simple Tech = Great Formative Assessment (final)
 * AM/PM/Either: AM**
 * Session Facilitator(s):** Catherine Luke, Hitomi Mochizuki, Julio Acevedo, Shanshan (Sharon) Bai
 * Room Set up:** 12 - 3 groups of 4
 * Photo:**
 * Description:**
 * Facilitator Bio(s): confirmed **
 * Hitomi** is from Japan. Before coming to Canada, she worked as a salesperson in a recruiting company for more than 6 years. Hitomi has been here studying English now for four months and hopes to do a post-secondary program in business starting in September.
 * Julio** is from Mexico. He has a Bachelor’s degree in Marketing and worked for almost 4 years in the sales department of a mold company before coming to Canada. He came here to study English and hopes to do a post-secondary program in International Business.
 * Sharon** is from China. She worked as airport ground personnel before she came to Canada. Now, she is studying in the English for Academic Purpose program at Georgian College. After this program, she plans to take the Practical Nurse program.

Increased awareness and understanding of learners' diverse needs is essential in striving for universal accessibility to post-secondary education. Students on the autism spectrum have unique learning characteristics that, when better understood, can significantly enhance their success. In this workshop, participants will engage in experiential activities to increase awareness of the behavioural characteristics of learners on the Autism Spectrum and will discuss a variety of strategies to help such students succeed.
 * 3. Session Title:** Success and "The Autism Spectrum" in the College Classroom - final
 * AM/PM/Either: pm**
 * Session Facilitator(s):** Alexa Farley and Margaret Hildebrandt
 * Room Set up:** 20 participants / 5 groups of 4
 * Photo: Needed**
 * Description:**
 * Facilitator Bio(s): confirmed **
 * Alexa** has worked with individuals with developmental disabilities for over 15 years. She has been an instructor in the Behaviour Science Technology program at George Brown College and is currently a Learning Facilitator in the CICE program at Georgian College.
 * Margaret** has been in the field of Autism Spectrum Disorders for over 35 years as a special education teacher, an autism resource teacher, an autism class teacher, a trainer for Geneva Centre and Kerry’s Place and an ASD consultant for Building Bridges. She is presently a Learning Facilitator for the CICE program at Georgian College.


 * 4. Session Title: From the Front (On)Line: Experiences of Online Teachers (FINAL)**
 * AM/PM/Either: PM**
 * 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 - no, Julian - yes. (last year)
 * 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** teaches part-time at Georgian College and specializes in innovating liberal arts and humanities courses in a variety of platforms for both diploma and degree-level learners.
 * Marissa ** teaches full-time in Liberal Arts at Georgian College. She uses a variety of strategies in her online and blended courses for General Education and Communications to help students learn.
 * Julian** an 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.

Experiential learning occurs when individuals engage in a process that involves meaningful experiences, reflection and integration, and active experimentation to develop knowledge, skills, and attitudes. College educators have long been employing experiential approaches in their classroom and have actively worked to enhance them for the benefit of student learning. In this workshop participants will share and reflect on an experiential activity used in one of their classes as well as participate in a group experiential exercise. They will employ a reflective tool to consider the strengths of their processes and areas for enhancement. Adam has been teaching since 2005, and has been a full-time faculty member at Georgian College since 2010, where he is the Coordinator of the Social Service Worker program, and teaches clinical skill development. His doctoral research involves studying the process of learning complex concepts and skillsets through experiential approaches.
 * 5. Session Title:** Celebrating and Enhancing In-Class Experiential Learning - final
 * AM/PM/Either: pm**
 * Session Facilitator(s): Adam Stibbards**
 * Room Set up:**
 * Photo:**
 * Description:**
 * Facilitator Bio(s): (confirmed) **

During this engaging interdisciplinary session, an overview of the recent literature regarding effective pedagogy and strategies for creating successful learning environments at the college level will be provided. The shift from teaching to learning will be emphasized along with the idea that student learning must drive the learning environment we create and the methods we choose. Throughout the presentation, we will engage in activities that will require us to reflect on course design and techniques for creating more learning-centered instruction. Open-ended questionnaires, check-lists, and digitized video clips of professors and students will be utilized in order to facilitate discussion regarding practical steps professors can take to increase student learning.
 * 6. Session Title: Learning-Centred Courses of Excellence - final**
 * AM/PM/Either: AM**
 * Session Facilitator(s): Christy Price**
 * Room Set up:**
 * Photo:**
 * Description:**
 * Facilitator Bio(s): **

Social entrepreneurship is the field in which entrepreneurs tailor their activities to be directly tied with the ultimate goal of creating social, environmental and/or cultural value. A social entrepreneur combines the passion of a social mission with business-like discipline, innovation, and determination. In this session staff from the Centre for Social Entrepreneurship will lead participants in exploring the ten social entrepreneurial skills and mindsets and how they link to curriculum. Participants will interact with their colleagues to recognize what is already being done, what could be done, and what tools and resources can be used to support the development of social entrepreneurship skills in courses and programs.
 * 7. Session Title: Developing Social Entrepreneurial Skills and Mindsets - final**
 * AM/PM/Either: PM**
 * Session Facilitator(s): Suzie AddisonToor, Dominika Farrelly**
 * Room Set up: 20 / Small groups of 4**
 * Photo:**
 * Description:**
 * Facilitator Bio(s): confirmed **
 * Suzie** has worked for Georgian College for 6 years as faculty, program coordinator and currently as Manager for the Centre for Social Entrepreneurship. In this role, Suzie is responsible for implementing the social entrepreneurship and experiential learning strategy college wide. She also has responsibility for managing the college’s field placement department.
 * Dominika** is the Social Entrepreneurship Liaison for Georgian College located out of the Orillia campus. In this role, Dominika is responsible for partnering with the social entrepreneurship sector to build the capacity of both the college and community. She has also worked as an instructor in the English for Academic Purposes program.

Community Service-Learning (CSL) is experiential learning where students collaborate with a community partner to enrich the learning experience, strengthen community, and work towards a common goal. For students, CSL not only facilitates the transformation of theory into practice, it encourages reflexivity, gives them the opportunity to recognize themselves as citizens and agents of change, and allows them to engage in meaningful and profound experiences. Through discussions, brainstorming, and interactive activities you will identify the benefits of CSL for students, community, and Georgian College, discuss the logistics of integrating CSL, and discover how the goals of CSL fit with your course/program.
 * 8. Session Title:** Journeys for Equity: A Community Service-Learning and Social Justice Action Project - final
 * AM/PM/Either: PM**
 * Session Facilitator(s): Thea Jones, Brandy Mullen, Mackenzie Reed (student), Kendra Bursey (student), Haily MacDonald (community partner)**
 * Room Set up: 20 small groups of 4**
 * Photos: Needed**
 * Description:**
 * Facilitator Bio(s): confirmed **
 * Thea** is a Learning Strategist and instructor in the Pre-Health Sciences program. During graduate studies, Thea worked with the Centre for Community Service-Learning at Wilfrid Laurier University, a leader in community engaged teaching and learning. Her passion for social justice activism sparked the development of Journeys for Equity Project.
 * Brandy** is the coordinator of the Academic Success Centre, the Math and Sciences Learning Strategist, and an instructor in the Pre Health Sciences program. Brandy is committed to finding new ways to engage her students. She is thrilled to integrate CSL and social justice into her teaching.
 * Mackenzie** is a full time student at Georgian College in the Pre-health Science program. She organized and installed the REDress project this semester at Georgian, and in September plans to attend Algonquin College for Veterinary Technician with hopes to pursue a DVM afterwards at Guelph University.
 * Kendra** is a Pre-Health Student that led the Faceless Dolls CSL project. In addition to being a full time student she is a mother of a beautiful baby girl named Lillian. She has recently been accepted into the Georgian College Paramedics program and will be starting this fall.
 * Haily** is the Community Development Coordinator for Huronia Transition Homes, a non-profit organization working to end violence against all women and children. She works through an intersectional feminist lens, raising awareness about the multi-layered dimensions of social justice issues related violence against women.

Are you concerned about the students who are arriving in your classroom without the academic skills required to be successful learners? Research on learning and our own experiences as teachers tell us that effective time management, note taking, reading and study skills are critical to student learning, success, and retention. But, how do we integrate these skills into our post-secondary lectures without taking time away from the content we must teach? In this interactive workshop participants will learn and practice how to seamlessly integrate one time management, one reading, one note taking, one assignment breakdown, and one study strategy into their teaching. //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. //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.
 * 9. Session Title: 5 Great Strategies to Build Academic Skills in the Classroom - finalized**
 * AM/PM/Either: AM - Sarah is also doing mindfulness session**
 * Session Facilitator(s): Cindy Korpatnicki** and **Sarah Hunter**
 * Room Set up: small groups of 4 - 28**
 * Photo:**
 * Description:**
 * Facilitator Bio(s): (confirmed) **

<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 <span style="font-family: Arial,Helvetica,sans-serif;">**Photo:** last year <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.
 * 10. Session Title:** <span style="font-family: Arial,Helvetica,sans-serif;">Green Screen like a Weatherperson to Enhance your Online Presentations - final
 * AM/PM/Either: PM**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Description: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bios: confirmed **

Case based teaching and learning is a form of experiential and active learning that improves understanding and retention of course material. It engages students by connecting them to real-life applications of course content. In this session, participants will experience learning with a model case and subsequently use a template to consider the learning process and elements involved in case based teaching. Avinash and Kim will share experiences and lessons learned using cases in the classroom. Participants will leave with inspirational ideas and resources to implement case based learning with students. <span style="font-family: Arial,Helvetica,sans-serif;">**Avinash** 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. <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">**Kim** has taught chemistry and biology in the pre-health science program 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.
 * 11. Session Title: Teaching and Learning with Case Studies -final**
 * AM/PM/Either: AM**
 * Session Facilitator(s): Kim Getty and Avinash Thadani**
 * Room Set up: Small groups of 4 (20 participants)**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **

The cultural landscape in the college classroom is continually changing and becoming increasingly diverse. As teachers in this environment, we have a responsibility to create learning spaces where everyone feels welcome and invited to participate. Culturally responsive teaching involves using strategies that invite different viewpoints in a way that students feel valued and respected for their contribution. In this session, participants will explore culturally responsive teaching strategies and apply these strategies to a case study. Participants will leave with ideas for building cultural competence in their own practice.
 * 12. Session Title: Culturally Responsive Teaching - final**
 * AM/PM/Either: AM - Also in professionalism session**
 * Session Facilitator(s): Christine Pryce**
 * Room Set up: Horseshoe (20 participants)**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * Christine** teaches in the School of Liberal Arts. She believes in meeting students where they are and providing them with tools to accomplish their goals. She has a passion for Life Skills Coaching and works extensively with youth to facilitate communication and promote inter-cultural learning.

The experiential learning process offers a powerful framework for making learning come alive in the classroom and for making course concepts meaningful to students. As a complete process, experiential learning involves engaging in experiences, processing, connecting and applying learning. In this session, Kath and Lydia will lead participants through two examples of experiential learning that they use in their classes. These involve using scenarios and role play. As well participants will reflect on the various aspects of the experiential learning process and how they might be applied to their own courses.
 * 13. Session Title:** In-class Experiential Learning: A Powerful Engagement Tool - final
 * AM/PM/Either: AM**
 * Session Facilitator(s): Lydia Robertson and Kath Gradwell**
 * Room Set up:**Set up – Groups of 4 – Room for lining up chairs in rows of three
 * Photo: Lydia - last year/ Kath - last year**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * 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.
 * Kath** has been full time faculty member for more than 20 years. She is a Registered Early Childhood Educator (RECE) and has been a leader in the field of Early Childhood for her whole career. She has a Masters of Education in Counseling Psychology.

<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. Gwen became full time faculty in 2009 after many years in a part-time capacity in various program areas. Her teaching career has included high school in Toronto; ESL in Spain, Base Borden and Georgian College; upgrading for functionally illiterate adults; and teaching in a program for women entering non-traditional occupations. Mark taught EFL in Korea and Spain and was a high school teacher in the U.K. He became part of the Georgian family in 2009, and continues to teach Communications courses on the Orillia and Barrie campuses.
 * 14. Session Title:** Team Projects in the Classroom: From Daunting to Doable -final
 * AM/PM/Either:**
 * Session Facilitators: Gwen Richardson and Mark Cutts**
 * Room Set up: small groups of 4 groups 20**
 * Photo:** yes/no
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **

Video tutorials are becoming increasingly popular and powerful tools for learning. Applications for creating video tutorials are now easy to use, free, and effective. In this session, participants will explore ways to use screen capture programs to enhance teaching and learning. They will then have the opportunity to create short screen capture videos and use those videos to discuss best practices. Participants must bring a laptop and, if possible, bring a microphone headset. <span style="font-family: Tahoma,sans-serif;">//Mark// teaches Communications and GenEd courses. He is a Ph.D. candidate at York University and brings a lot of experience leading both small and large classroom discussions. For the past year, he has also worked in CTL as a mentor for faculty developing online courses. //Emily// teaches in General Education and General Arts and Sciences 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.
 * 15. Session Title: Using Screen-capture Software to Improve Student Learning - Final**
 * AM/PM/Either: PM - Mark is doing another session with Michael Spencer**
 * Session Facilitator(s): Mark Dorsey and Emily Brett**
 * Room Set up: 12 participants - horseshoe - need 6 laptops.**
 * Photo: last year**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **

Procrastination is a troubling student behaviour that can really get in the way of learning. Psychological learning theory can cast some light on this behaviour, and help us understand the underlying causes. In this session, we will explore aspects of assignment design that can help to address procrastination and help students to develop better habits related to assignment completion. Participants will be actively involved in deconstructing ‘the procrastination timeline’, exploring the emotional rewards procrastination offers, and brainstorming approaches to assignment design to minimize procrastination.
 * 16. Session Title: Using Psychology to Understand and Address Procrastination - final**
 * AM/PM/Either:**
 * Session Facilitator(s): Jill Esmonde and Brandy Mullen**
 * Room Set up: 20- Horseshoe**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): connfirmed **
 * 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.
 * Brandy** is the coordinator of the Academic Success Centre, the Math and Sciences Learning Strategist, and an instructor in the Pre Health Sciences program. Brandy is committed to finding new ways to engage her students.

Have you ever wondered how to encourage students to work on practice questions and prepare themselves for tests and examinations? Marks are a form of currency and students will focus their efforts on activities for which they are rewarded with grades. In this session participants will see how using the assessment tools in BlackBoard will allow them to deploy unique assignments to their students which will be automatically graded when submitted. The instant feedback and multiple attempts makes the assignment as much about the learning as it does about the assessment. Participants will work in a test shell to construct an assignment. Don has his Bachelor of Applied Science in Mechanical Engineering from the University of Waterloo. After 25 years in industry, he began teaching at Georgian in Owen Sound in 2005. He works primarily with Marine and Power Engineering student and focuses on Math and Applied Sciences.
 * 17. Session Title: Using Online Tests as Assignments in Blackboard - final**
 * AM/PM/Either: PM**
 * Session Facilitator(s): Don Gibson**
 * Room Set up: 20 participants - computer lab or laptops**
 * Photo:**
 * Description:**
 * Facilitator Bio(s): confirmed**

Mindfulness practices have become an important tool to help people reduce stress and anxiety, promote creativity and reflection, and encourage openness and non-judgment. Several faculty at Georgian are beginning to use these practices for their own self-care and to promote self-care with their students. In this session, participants will consider a variety of ways to engage in mindfulness practices and experience three practices that the facilitators are currently using with their students. They will have the opportunity to discuss how mindfulness practices can be used to enhance the post-secondary learning environment.
 * 18. Session Title:** Grounded: Integrating Mindfulness into the Post-secondary Classroom - final
 * AM/PM/Either: PM**
 * Session Facilitator(s): Erika Courvoisier, Sarah Hunter,Susan Stott-Hood,**
 * Room Set up:**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * 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.
 * Susan** has used meditation as an important tool in teaching and in her own self-care. She led a team in building a labyrinth on the Orillia campus and facilitates labyrinth workshops for students and staff. Susan supervised two Community Project Initiatives with the goal of making the campus labyrinth more student-centred.
 * 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.


 * 19. Session Title: Mindfulness and Learning**
 * AM/PM/Either: AM**
 * Session Facilitator(s): Susan Chapman and Jayme Henderson**
 * Room Set up:**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): **

<span style="font-family: 'Segoe UI','sans-serif'; font-size: 13.3333px;">As professionals, we often make assumptions about what professionalism "looks like" and have expectations about behaviours that characterize "being" professional. We define professional based on tacit expectations. Understanding what professionalism means and exploring new perspectives on teaching professionalism, including making professional expectations overt, can go a long way to helping our students develop professional habits. In this session, participants have the opportunity explore the attributes of professional practice and consider these characteristics in the college environment. Participants will leave the session with a variety of practical strategies for teaching and evaluating professionalism.
 * 20. Session Title: Professionalism as Part of the 21st Century Classroom - final**
 * AM/PM/Either: PM**
 * Session Facilitator(s): Christine Pryce, Kathy Weatherall, Kelly Mannen, Tracy Mitchell-Ashley**
 * Room Set up: 20 - small groups of 4**
 * Photos:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * Christine** is faculty in the School of Liberal Arts. She believes in meeting students where they are and providing them with tools to accomplish their goals. She has a passion for Life Skills Coaching and works extensively with youth to facilitate communication and promote inter-cultural learning.
 * Kathy** is faculty and program coordinator in the BSCN (Nursing) Collaborative Program. She has recently become part of the CTL team with an interest in hybrid mode of education. Her teacher passion is empowerment pedagogy and her life passion is to grow young and retire comfortably.
 * Kelly** currently works with the CTL as a Curriculum Developer. Her passions are with experiential learning, team development, and teaching professionalism. She is currently working towards her PhD.
 * Tracy** is enthusiastic about teaching Communications at the Orillia campus and has studied, taught or worked in the field since 1997. Her passion lies with her belief that while people may be very skilled, those who can effectively communicate about the skills and abilities will be most successful!

<span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">As the number of English Language Learners (ELLs) at Georgian continues to grow, it is important to implement classroom practices that support them in their academic coursework. Research shows that many of the strategies used to increase the participation and understanding of ELLs benefit all students and create a more inclusive learning environment. In this session, we will explore strategies for supporting ELL students that can be easily incorporated into classroom learning activities and assignments. As well, we will examine existing resources available to support faculty and ELL students.
 * 21. Session Title: Supporting English Language Learners in Post-Secondary Courses - final**
 * AM/PM/Either: PM**
 * Session Facilitator(s): Virginia McHardy, Linda Thomason, Tamara Fisher-Cullen**
 * Room Set up:**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * Virginia** has been teaching ESL since 1992. She is a member of TESL Ontario and has a wide range of experience teaching LINC, ESL and EAP. Virginia loves being in the classroom and feels that she learns just as much from the students as they do from her!
 * Tamara** has been teaching English for Academic Purposes (EAP) at Georgian since 1999. She has a passion for helping international students and ELLs with their educational journeys and enjoys hearing of their successes in the classroom and beyond.
 * Linda** has taught in the English for Academic Purposes program at Georgian since 2003. In addition, Linda has worked on many curriculum projects in the Writing Centre. Linda has recently finished her Masters of Education and has a TESL certificate and a Bachelor of Arts in Linguistics.

I nternational students provide Canadian faculty and students with a unique opportunity to learn about global perspectives and experiences while working and learning locally. Join us for an interactive discussion with Georgian’s International students to gain insight on living and learning in Canada. Put yourself in their shoes as we navigate topics such as adjusting to life in Canada, course norms and expectations, classroom dynamics, academic responsibilities and coop and work experience. <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">**Corinne** has been teaching in the English for Academic Purposes Program since 2001. In addition to teaching, she supports EAP students as they negotiate the post-secondary system. Corinne has her TESL certification and a Bachelor of Education in Adult Education from Brock University.
 * 22. Session Title: The First Year International Student Experience - final**
 * AM/PM/Either: AM**
 * Session Facilitator(s): Tamara Fisher-Cullen, Jennifer Hickey, Corinne Whitney and International Students**
 * Room Set up: Panel and Horseshoe**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * Jennifer** started teaching at Georgian in the Communications department in 2010. She has since devoted her time to teaching English for Academic Purposes (EAP) and appreciates learning about the different cultures that make up her classroom.
 * Tamara** has been teaching English for Academic Purposes (EAP) at Georgian since 1999. She has a passion for helping international students and ELLs with their educational journeys and enjoys hearing of their successes in the classroom and beyond.

Community Service Learning (CSL) integrates meaningful community service with classroom instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen communities. Georgian’s Centre for Social Entrepreneurship provides support to build CSL partnerships between faculty, community partners, and students at all 7 campuses across all programs. In this panel-based session, faculty will share their experiences with CSL including: designing the CSL assignment, working with community partners, and getting buy in from students. Faculty will also speak to the impact of CSL on their teaching and on creating extraordinary student experiences.
 * 23. Session Title:** Connecting Classrooms the Community: CSL Stories from Faculty - final
 * AM/PM/Either: AM**
 * Session Facilitator(s): Jill Dunlop, Thea Jones, Catherine Wareham, Josh Barath**
 * Room Set up: Panel and horseshoe**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * Jill** is the Experiential Learning Liaison from the Centre for Social Entrepreneurship and part time faculty from the Orillia Campus. With a background in field placement and instruction, Jill offers support to faculty in connecting with community partners, CSL assignment design and engaging students in the benefits of CSL.
 * Thea** is a Learning Strategist and instructor in the Pre-Health Sciences program. During graduate studies, Thea worked with the Centre for Community Service-Learning at Wilfrid Laurier University, a leader in community engaged teaching and learning. Her passion for social justice activism sparked the development of Journeys for Equity Project.
 * Catherine** is a retired RCMP officer, has a Political Science degree and serves on provincial and national committees related to police education. Catherine has taught in the Police Foundations program in Owen Sound for 13 years and is currently the coordinator. She has co-facilitated several ISWs and embraces experiential learning, particularly Community Service Learning.
 * Josh** 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.

“Walk a Mile in My Shoes” is designed to help meet the complex needs of students through exploring seemingly simple and common academic tasks such as listening, organization, attention, reading, and writing. Through simulated activities and discussions, participants will walk away with a variety of resources, experiences, and a broader understanding of students with different learning abilities. Learning, attention, sensory, and mental health based disabilities will be emphasized. In this fun and interactive session participants will build confidence in their ability to support the ever-changing needs of the student population.
 * 24. Session Title:** Cultivating a Community of Inclusion: Walk a Mile in my Shoes - final
 * AM/PM/Either: AM**
 * Session Facilitator(s):** Kelly Woods, Genny Guindon, Heather Jenkins, Hazel Rawn, Megan Jordan, Molly Zariwny, Stella Booth
 * Room Set up: 24 / groups of 4**
 * Photo: they will send a group photo - Kelly is the contact**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * Kelly ** is an Accessibility Advisor and part-time faculty at Georgian. She provides a number of trainings at the college including safeTALK and Mental Health First Aid. Prior experience includes working at Brock University and as a counsellor for the New York City Department of Education.
 * Genny** is currently a Learning Facilitator with the Community Integration through Cooperative Education program. In 2008, she obtained her Bachelor of Education and holds additional qualifications in Special Education and French as a Second Language. Her work experience includes promoting inclusion and providing support to individuals with different abilities.
 * Heather** has been a Learning Facilitator with the Community Integration through Co-operative Education Program at Georgian College since its inception in fall of 2011. Prior to Georgian, Heather worked for twelve years with the SCDSB supporting students with varying learning abilities and needs.
 * Hazel ** is currently working as a Learning Facilitator with the Community Integration through Cooperative Education (CICE) program since 2011.
 * Megan** is currently a Learning Facilitator with the Community Integration through Cooperative Education Program at Georgian College. Megan has worked in education in a variety of capacities through which she has developed a special interest in accessible and inclusive learning environments.
 * Molly** is a Learning Facilitator and part-time faculty in the C.I.C.E. Program. Prior to joining Georgian College in 2012, she supported students with diverse learning needs in all aspects of school life with the Simcoe County District School Board.
 * Stella** has many years of experience teaching and facilitating in a further education environment and is currently enjoying working as a learning facilitator within the CICE Program at Georgian College.

Would you like to see the students in your class move from lower order thinking to higher level cognitive skills and shift them from passive to active learners? This session will introduce the concept of the Flipped Classroom, which inverts traditional lecture-based teaching methods. In this model students gain first exposure to new materials prior to class, the harder work of assimilating and applying the knowledge is then done in class. Participants in this session will work together in small groups to develop strategies to flip their classrooms. **Marion** has been a Registered Nurse for over 30 years. After completing a graduate degree in education, she combined her interest in nursing and education by training personal support workers. She joined Georgian College in 2009 and has taught in the PSW Program, the Practical Nursing Program and the Pre-Health Sciences Program.
 * 25. Session Title: A Toe in the Water: Introduction to the Flipped Classroom**
 * AM/PM/Either: PM**
 * Session Facilitator(s): Marion Maye**
 * Room Set up: 20**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): **

The workshop will introduce Swivl which is a camera mount that can follow motion. In the workshop individuals can discuss potential uses, identify risks of implementation, and take part in the creation of a group project. The workshop will be interactive with specific use examples provided with time set aside for the individuals to think about its applications to their own teaching. At the end of the session participants will have a good introductory knowledge of the tool as well as a series of tools and resources to foster further exploration.
 * 26. Session Title:** Capturing Motion in Your Class with a Swivl - final
 * AM/PM/Either: AM**
 * Session Facilitator(s): Iain Robertson**
 * Room Set up: Horseshoe**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * Iain** is a full time faculty member in the massage therapy program at Georgian College. He sees emerging technologies and social media as a means to connect students to each other, course content and himself.

This panel will discuss “Lessons Learned” from the Hybrid/Blended Classroom. The panelist are from various programs and have all taught in the F2F (face to face) and TOC (teaching outside the classroom) mix that is Hybrid/Blended Learning. Session participants/attendees can expect to hear an explanation of what Hybrid/Blended means to them, and 2 or 3 pointers they would like to pass along to new or experienced Hybrid/Blended teachers. There will be opportunities for questions from the floor. SCOTT - Scott is the Program Coordinator of the Interactive Web Design and Development program. He has been obsessed with all things Web since picking up his first HTML book in 1999. His background includes manufacturing, quality control, healthcare, web design and development, IT project management, and business development. He has been developing Georgian’s web and internet curriculum full-time since 2008. KATHY - 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.
 * 27. Session Title: The right mix? A panel of Hybrid/Blended Teachers (FINAL)**
 * AM/PM/Either:**
 * Session Facilitator(s):** Tim Schmidt, Scott McCrindle, Kathy Weatherall
 * Room Set up:** 16 Horseshoe with row for panelists**.**
 * Photo: All but Tim**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): **
 * <span style="font-family: Arial,Helvetica,sans-serif;">TIM - **From 2000-2013 Tim worked in different roles for Transitions Optical, a leader in photochromic technology for eyeglass lenses, including Canada Industry Relations and Education Manager and in 2007 he was recognized as the Ontario Optician of the Year. Tim was hired full time in the Opticianry Program in 2013.

Are your students facing challenges in your deployed online tests? Are you maximizing the use of test reports to analyze test questions? In this session, participants will review best practices of online testing through discussing the various test conditions available, and witnessing the effects experienced by students. Also, participants will learn how to analyse their tests using the summary data and item analysis information.
 * 28. Session Title: Best Practices for Online Testing - final**
 * AM/PM/Either: AM**
 * Session Facilitator(s): Gordon Ma**
 * Room Set up: 20 - Rows**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * Gordon** has been in the Information Technology for more than a decade and has returned to the education sector. Gordon is currently the instructional technology technician for Georgian. Prior to that, he was an instructor and student in the computer programming and analysis program at Seneca College.

Looking for a way to build interest, stimulate discussion and instantly assess your students’ comprehension of your material? Put a clicker in their hands! This session will introduce the use of clickers as an active learning tool. Participants will be instructed on setting up the software and hardware needed, inserting review exercises into lectures, and polling students on their level of understanding. In addition, good practices will be discussed to maximize its benefits.
 * 29. Session Title: Active Learning through Responseware - final**
 * AM/PM/Either: PM**
 * Session Facilitator(s): Gordon Ma**
 * Room Set up: 20- Rows**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **
 * Gordon** has been in the Information Technology for more than a decade and has returned to the education sector. Gordon is currently the instructional technology technician for Georgian. Prior to that, he was an instructor and student in the computer programming and analysis program at Seneca College.

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! Photographer, teacher, artistic explorer, 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!
 * 30. Session Title: Taking Better Pictures with Your SmartPhone - final**
 * AM/PM/Either: AM**
 * Session Facilitator(s): Peter Stranks**
 * Room Set up: Horseshoe - 16**
 * Photo:**
 * Description:**
 * Facilitator Bios: confirmed**

This session will share research findings related to metacognitive theory and translate those findings into practical strategies that can be used in the classroom to improve student success. Participants will have an opportunity to experience a number of metacognitive activities and to generate ideas for additional strategies that can be used in their classes. Wayne holds a M.Ed. and a M.Sc in Information Systems and teaches part-time in the Engineering Technology and Computer Science programs. Wayne was a senior manager with Sun Learning Services. He is currently doing research in the area of Learning Analytics and Metacognition.
 * 31. Session Title: Metacognition: A Secret Sauce that Promotes Student Success - final**
 * AM/PM/Either: PM**
 * Session Facilitator(s): Wayne Brown**
 * Room Set up:**
 * Photo:**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): confirmed **

Learn about the many resources available from the Library and Academic Success Centre. Many resources have been developed by our team to aid you in developing and/or delivering an online course. In this session, we will share with you resources specifically designed to help students to be successful in their course and to effectively use the Library. We will introduce you to resources such as streamed videos, customizable playlists and success strategies. This session will be held in the lab, allowing you to explore relevant resources and link to them directly from your Blackboard shell.
 * 32. Session Title:** Online Courses: Library and Academic Success Centre Support **(FINAL)**
 * AM/PM/Either: either**
 * Session Facilitator(s):** Jennifer Varcoe and Chrissy Deckers
 * Room Set up:** Instructional Centre (Computer Lab)
 * Photo: yes**
 * Description:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Facilitator Bio(s): **
 * Jennifer** is the Special Projects Librarian at the Barrie campus Library Commons. She is enthusiastic about connecting students and faculty to electronic resources content such as streamed video, articles and e-books.
 * Chrissy** is a Learning Strategist with both the Barrie and Orillia Academic Success Centre. In her role she works with students using a strength based perspective, to help them to develop and practice the necessary skills to be successful in an online learning environment.