Session+Descriptions+2007

=Session Descriptions - 2007= Brainstorming 2007 | Theme 2007 | Registration 2007 | Opening Event 2007 | Session Ideas 2007 | Session Descriptions 2007 | Tech Cafe 2007 | Closing Event 2007 | Updates 2007
 * Visit the various wiki pages for the 2007 conference**

The session topics and facilitators are listed at the top of the page and descriptions are provided following the tables.

Morning Sessions (11:00-12:15)

 * __Title__ || __Facilitator(s)__ ||
 * 1. Mindmapping: an Effective Tool to Enhance Learning || Trudy Bergere ||
 * 2. Uncovering Clues to Student Engagement || Ruthanne Krant ||
 * 3. Taking a First Look at Second Life || Adon Irani ||
 * 4. Creating Viewlets and MP3’s for Blackboard || Bob Marchessault ||
 * 5. SWOTting Online Teaching and Learning || William Mackenzie ||
 * 6. Strategies to Support Students in Writing Assignments || Teresa Rasile ||
 * 7. Managing Classroom Interactions || Marie Rutherford and Lynne Johnson-Murphy ||
 * 8. Active Review Strategies for Classes of 40+ || Brian Dormer ||
 * 9. Information Literacy Skill Development || Vicki Macmillan and Karen Halliday ||
 * 10. Teaching in Culturally Diverse Classrooms || Jean Warbucks ||

Afternoon Sessions (2:00-3:15)
Descriptions are listed **alphabetically by the last name of the facilitator** (If there are two facilitators, it is listed by the last name closest to the beginning of the alphabet) If you would like to make and final edits to your title or description, send an e-mail to Annique Boelryk by the end of the day on **Wednesday April 4th.**
 * __Title__ || __Facilitator(s)__ ||
 * 11. Millennial Magic || Nina Koniuch ||
 * 12. Developing and Enhancing the Courage to Teach || Karen Connolly and Michael Saver ||
 * 13. For Your Eyes Only? Online Social Networks, Privacy, and Educational Issues || George Mashinter ||
 * 14. An Invitation to the Discourse: Responding to Student Writing || Brent Cotton ||
 * 15. Uncovering the Myths of Student Accommodations || Crystal Cooke and Brenda Bogardis ||
 * 16. Help! - I’m Dancing as Fast as I Can || Mary O’Farrell-Bowers and Anne Green ||
 * 17. Teaching and Learning through Dramatizations || Ed Robinson ||
 * 18. The World is Not Enough: Understanding Student Development in a Postsecondary Learning Environment || Christina Meredith ||
 * 19. Blogging for Beginners: The Blog as Student Assignment || Anita Arvast ||
 * 20. Research Roundtables a) Student Resistance to Learning b) Novice versus Expert Research and its Implications for Educational Practice c) TBD || Esther Griffin Jill Esmonde and Renee Ferguson ||
 * 20. Research Roundtables a) Student Resistance to Learning b) Novice versus Expert Research and its Implications for Educational Practice c) TBD || Esther Griffin Jill Esmonde and Renee Ferguson ||


 * Facilitator:** Anita Arvast
 * Title:** Blogging for Beginners: The Blog as Student Assignment
 * Description:** The term blog originated by combining "web" and "log" as a web space in which to write. Like so many other nouns associated with the Internet, it soon became a verb as well. Blogging is essentially journaling in a very public space, with the added benefit that others can come and comment. Faculty attending this hands-on seminar will learn how to make a blog and discuss ways to engage students in developing their own blogs as an extension of learning spaces.


 * Facilitator:** Trudy Bergere
 * Title:** Mindmapping: an Effective Tool to Enhance Learning
 * Description:** In this session we will examine how mind maps were used to motivate and engage reluctant students in the learning process. Participants will begin by exploring the concept of using visual organizers to connect different and seemingly unrelated ideas. They will engage in the process and then reflect on possible applications to their courses.

In this interactive session, Crystal and Brenda will facilitate discussions and small group activities designed to help faculty recognize the student responsibilities related to accommodations and to uncover the wealth of resources that are available to support students in these responsibilities. Participants will discuss the “entitlement culture” of the millennial learner and how faculty can interact with identified students in a positive and constructive way in such a culture. Crystal and Brenda recognize the need for safe and open dialogue with faculty as the needs of students become more complex and hope that interactions in this session will lead to ongoing conversations to explore issues and questions related to students with accommodations. By engaging in a formation approach to professional development, educators are invited to reclaim personal wholeness and vocational clarity. Rather than focusing exclusively on the ‘what’ (curriculum), ‘how’ (methodology) and ‘why’ (accountability) of education, as is most often the case in professional development, an exploration of ‘who’ (identity and integrity) allows educators to rediscover and explore the reasons they were called to their vocation in the first place. This interactive workshop will introduce participants to the principles and practices of The Courage to Teach/Lead/Serve Program. || Although there are no easy answers to these questions, it is important to consider that the feedback which we compose for our students is based on our personal repertoire of feedback statements which, when read from our perspective in response to a specific essay, make perfect sense. The purpose of this workshop is to encourage faculty to recognize the impact of feedback from the perspective of those for whom it was intended – students. By doing so, we can develop strategies to ensure that our comments are not only read, but understood and ultimately lead to a learning environment where dialogue exists both in the classroom and on the printed page.
 * Facilitators:** Brenda Bogardis and Crystal Cooke
 * Title:** Uncovering the Myths of Student Accomodations
 * Description:** Receiving the mythical entity, otherwise known as the student accommodation form, is often a confusing process for faculty and raises questions such as:
 * What is this and what do I do with it?
 * What am I responsible for? What is the student responsible for?
 * How will this impact my teaching delivery?
 * **Facilitators:** Karen Connolly and Michael Saver
 * Title:** Developing and Enhancing the Courage to Teach
 * Description:** In the mid 1990’s, the influential American educator Parker J. Palmer began gathering groups of like-minded educators together to address the declining state of publicly funded education in North America. Palmer, the author of The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life (Jossey-Bass, 1998), argues convincingly that the ongoing development and renewal of an educator’s inner life is necessary for the revitalization of our education systems.
 * Facilitator:** Brent Cotton
 * Title:** An Invitation to the Discourse: Responding to Student Writing
 * Description:** Regardless of the discourse in which we teach, the feedback we compose in response to students’ writing is important in terms of student retention and enhancement of further learning. Some questions we may ask related to providing effective feedback might include:
 * How can I compose feedback which is specific, yet at the same time efficient?
 * How can I compose feedback which reflects the expectations of my subject discourse without alienating the student?
 * How can I compose feedback which reflects the expectations of my subject discourse without alienating the student?


 * Facilitator:** Brian Dormer
 * Title:** Active Review Strategies for Classes of 40+
 * Description:** In classes of 40+ students it is often difficult to determine whether students are grasping concepts and it is easier for students to remain unengaged. Active review strategies can be an effective way to energize students and manage the rhythm of the class. In this session, participants will expand their teaching toolkit by participating in a number of review activities that are easy to prepare and implement.


 * Facilitators:** Mary O’Farrell-Bowers and Anne Green
 * Title:** Help! - I’m Dancing as Fast as I Can…
 * Description:** Teaching is becoming more and more complex and even the most experienced teachers are struggling with the speed of the “dance”. More faculty are recognizing the need to discuss challenges collaboratively and to draw on collective intelligence to developing responses the challenges of teaching and learning. There are many factors that influence these challenges and how we process and respond to them. In this workshop, participants will use Kolb’s learning cycle as a framework to process and develop response strategies for teaching and learning challenges. Come prepared for an interactive workshop using a dancing metaphor. Whether it’s salsa or swing, let’s dance together and learn some new steps.


 * Facilitators:** Karen Halliday and Vicki Macmillan
 * Title:** Information Literacy Skill Development
 * Description:** Are the research results in your courses less that "stellar"? Come to this chocolate- themed session to unwrap challenges and strategies related to the research process. Learn how you can work collaboratively with faculty librarians to support students in their research efforts and more effectively integrate information literacy skills into assignments.
 * **Facilitator:** Adon Irani
 * Title:** Taking a First Look at Second Life
 * Description:** There are presently 18 colleges and universities in North America that are delivering courses within the mediated, online environment that is Second Life (SL). Although online courses and web-based service delivery are nothing new, SL represents an emerging trend that deserves discussion. In this session, we will look at how students and teachers place themselves as active participants in this world (through the concept of 'The Avatar'). Next we will embark on a journey to explore the various elements of second life, including how various instructional strategies are used. Finally, we will engage in a discussion of the instructional implications of this environment.


 * Facilitators:** Lynne Johnson-Murphy and Marie Rutherford
 * Title:** Managing Classroom Interactions
 * Description:** Developing and maintaining a positive learning environment is a foundation for effective teaching and learning. Given the complexity of the learning environment, there are no magical solutions for achieving this foundational goal. Disruptive talking, difficult communication with students, chronic lateness, lack of participation, challenges to the classroom structure, and outright hostility can all interfere with the learning environment and generate anxiety for teachers. In this session we will explore some possible strategies (preventative, at the moment occurrence, and follow-up after the occurrence) that may help enhance your approach to managing the learning environment. ||
 * Facilitator:** Nina Koniuch
 * Title:** Millennial Magic
 * Description:** The millennial student brings unique characteristics and attributes to the classroom. As teachers, we may experience challenges as we strive to facilitate the learning process with this diverse group. In this session you will collaboratively explore meaningful and manageable teaching strategies that consider the characteristics of millennial learners. In addition, you will consider how appropriate filters can be used to assist in making balanced implementation decisions related to the teaching and learning process.
 * Description:** The millennial student brings unique characteristics and attributes to the classroom. As teachers, we may experience challenges as we strive to facilitate the learning process with this diverse group. In this session you will collaboratively explore meaningful and manageable teaching strategies that consider the characteristics of millennial learners. In addition, you will consider how appropriate filters can be used to assist in making balanced implementation decisions related to the teaching and learning process.


 * Facilitator:** Ruthanne Krant
 * Title:** Uncovering Clues to Student Engagement
 * Description:** Student engagement is a crucial element in facilitating progress towards educational goals. The research shows that many complex factors impact student engagement, some which are within the teachers’ sphere of influence and some which are not. This workshop will involve participants in thoughtful and constructive dialogue about this research and lead participants in collaboratively considering how various aspects of educational practice affect student engagement. We’ll uncover clues about student behaviours and institutional conditions that contribute to student engagement and tap into our collective intelligence to identify strategies that can improve student engagement and strengthen progress towards educational goals.


 * Facilitator:** William Mackenzie
 * Title:** SWOTting Online Teaching and Learning
 * Description:** Online learning is increasingly popular with students and provides interesting challenges for teachers and learners. This workshop is designed to provide faculty, who have taught online, with the opportunity to discover and discuss the strengths, weaknesses, opportunities, and threats of the online teaching environment using a variety of brainstorming and knowledge building strategies. Bring ideas that have worked for you so we can work collaboratively to compile a list of successful strategies that build on the strengths and address the weaknesses of online teaching and learning.
 * **Facilitator:** Bob Marchessault
 * Title:** Creating Viewlets & MP3s for Blackboard
 * Description:** Attendees should be familiar with Blackboard, preferably with experience using it. The presenter will place the topic within a conceptual framework related to teaching with educational technologies. Exchanges and discussions will be facilitated by the presenter based on demonstrations of play-back and production of viewlets and MP3s. Attendees should leave the session with a clear concept of the role of viewlets and MP3s within a Blackboard environment and will be better equipped to decide whether they wish to create this kind of course content.

· Public versus private communication · Social versus academic communities of discourse · Freedom of speech versus legal violations · Organizational versus individual responses Although, as educators we may choose not to be members of these social networks, it is important that we are aware of their implications for education, our profession, and our personal privacy.
 * Facilitator:** George Mashinter
 * Title:** For Your Eyes Only? Online Social Networks, Privacy, and Educational Issues
 * Description:** MySpace, Facebook, and YouTube are common communication tools in the social world of the millennial learner and they are increasingly affecting the learning environment in a variety of ways. In this session George will begin with an examination of these social environments – how they work, how students use them, what makes them so popular? Then, he will facilitate dialogue on some of the issues they raise for educators including things such as:


 * Facilitator:** Christina Meredith
 * Title:** “The World is Not Enough”: Understanding Student Development in a Postsecondary Learning Environment
 * Description:** Postsecondary education is a significant transitional period in a person’s life. In this time beliefs, attitudes, and behaviours are challenged and undergoing development. This can sometimes result in behaviours that are difficult to understand. Arthur Chickering (famous for his principles of success in undergraduate education) has articulated seven areas of student development. In this session faculty will examine how these areas play out in the educational process and discuss viable strategies to support positive student development.


 * Facilitator:** Teresa Rasile
 * Title:** Strategies to Support Students in Writing Assignments
 * Description:** In postsecondary education, writing is one important way that students demonstrate and communicate their knowledge and understanding of a subject. In teaching, there are several strategies that can easily be implemented to support students in their writing efforts. In this workshop, participants will actively explore a variety of strategies to support students in (i) generating ideas for writing (ii) focusing a writing topic (iii) self-assessing organizational structure; and (iv) referencing research sources. They will collaboratively evaluate a sample report and discuss the various components of effective written communication, aimed at demonstrating knowledge and understanding of a topic. ||
 * Facilitator:** Ed Robinson
 * Title:** Teaching and Learning through Dramatizations
 * Description:** Abstract information in many textbooks is just that – abstract and rather dead. Over the last few years, Ed Robinson has used a dramatization assignment as a significant teaching method for breathing life into such abstract concepts. In this assignment, students collaboratively interact with and interpret the textbook information to development a dramatic script that applies the concepts to everyday life. Through this process, they build meaning into the concepts, theories, and vocabulary of the course. This powerful assignment requires research, script writing, and dramatic presentation. It facilitates the development of student responsibility and taps into a variety of learning styles. In this session, participants will examine the logistics, strengths, and challenges of this assignment and then consider adaptations for topics in their courses.
 * Description:** Abstract information in many textbooks is just that – abstract and rather dead. Over the last few years, Ed Robinson has used a dramatization assignment as a significant teaching method for breathing life into such abstract concepts. In this assignment, students collaboratively interact with and interpret the textbook information to development a dramatic script that applies the concepts to everyday life. Through this process, they build meaning into the concepts, theories, and vocabulary of the course. This powerful assignment requires research, script writing, and dramatic presentation. It facilitates the development of student responsibility and taps into a variety of learning styles. In this session, participants will examine the logistics, strengths, and challenges of this assignment and then consider adaptations for topics in their courses.

Based on experience in her own classes, Jean will also provide participants with samples of tools, strategies, assignments, and learning objects that she has used to effectively support the culturally diverse student body in the opticianry program.
 * Facilitator:** Jean Warbucks
 * Title:** Teaching in Culturally Diverse Classrooms
 * Description:** As the college grows, the global village is present in our classrooms. In this environment it is important to consider a balanced view of cultural diversity and to share viable strategies that enhance the learning process for both teachers and students. In this session, participants will collaboratively consider questions including:
 * How do you promote positive interaction across cultural groups?
 * How do you empower students of all backgrounds to ask questions?
 * How do you support different learning styles and approaches to learning in a manageable way?

This session provides an opportunity for faculty members to discuss the teaching implications of some relevant graduate research (Masters or Doctorate). Faculty members will share highlights of the research they completed and then engage participants in exploring how that research can inform teaching practice. Each discussion will last approximately 35 minutes, with a structured time to switch from one table to another half way through the session. There will be 4 tables to choose from.
 * Research Roundtables**
 * Research Roundtables**
 * Facilitator – Table 1:** Esther Griffin
 * Paper Topic:** Student Resistance to Learning
 * Discussion Description:** The research shows that there is an inherent resistance to learning in many students and that, when not addressed, this resistance can either become ‘lost’ in a larger classroom, or worse, can ‘poison’ an otherwise positive learning environment. Resistance to learning can cause behaviours that are often unsettling for teachers, even though many factors contributing to resistance are beyond the teacher’s control. Based on this research, we will consider questions such as
 * Where does this resistance to learning come from?
 * How can teachers recognize and respond to resistance in a constructive way?
 * Facilitators – Table 2:** Renee Ferguson and Jill Esmonde-Moore
 * Paper Topic:** Novice versus Expert Research and its Implications for Educational Practice
 * Discussion Description:** There is a body of research in which the practices of experts are compared with the practices of novices, with the intent of improving education and training. This research can help us better understand how novices learn skills and how experts can organize, structure new concepts for learners so that they can retrieve and apply them more effectively. Based on this research, we will consider questions such as:
 * What are the implications in the classroom (i.e. expert teachers, novice students)
 * What are the implications in terms of faculty learning?
 * Facilitator - Table 3:** Martha Maceachern
 * Paper Topic:** TBD