Session+Descriptions+2012

**__Afternoon Sessions - Outline__** =**Session Descriptions **= = = **Title:** **Understanding Communication in Higher Education** **Facilitator: Mark Bowden** **Photo: Available on T drive** Description: The primitive or reptilian brain is responsible for the majority of workplace decisions, relationships, and ultimately behavior. This session introduces the basics of evolutionary psychology and then links these principles to workplace relationships and performance. Behaviours such as snap judgments, defaulting to the negative, and being drawn to some people and repelled by others are explained. Communicating with others, across disciplines, with other faculty colleagues, as well as within our own classrooms will be examined as well as the concept of “tribes” within the institution. Better understanding communication can enable us to successfully interact with others and build trusting relationships. Bio: Mark Bowden. Mark is this year's keynote speaker. He specializes in helping others use an understanding of nonverbal and verbal communication to increase effectiveness in relationships. A complete bio for Mark is available on page ? in the conference brochure.
 * __Morning Sessions - Outline __**Note!! Session Topics and descriptions are not yet finalized. I'll send an e-mail when this info is ready to use.
 * || **Session Topic ** || **Facilitator ** || **Maximum # participants** ||
 * 1 || Understanding Communication in Higher Education || Mark Bowden || 30 ||
 * 2 || Benchmarking Student Engagement: Student Experience at Georgian || Michele Beaudoin and Amanda Duncan || 25 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">3 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Getting Things Done || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Scott McCrindle || 20 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">4 || Exploring Experiential Learning Using Kolb's Learning Cycle || Corrine Lalonde || 16 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">5 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Expanding the Horizon: Science Faculty Build a Learning Community || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Trudy Bergere || 20 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">6 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Universal Design for Learning || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Karen McGregor || 16 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">7 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">A Trip Down Memory Lane: Remembering Being a Novice || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Kathy Weatherall || 20 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">8 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Structuring Meaningful Group Discussions || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Beccy Rodgers and Judy Blaney || 25 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">9 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Technology in Classrooms: Maximize Engagement Amidst Distraction || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Rebecca Wakelin || 25 ||
 * 10 || Community Service Learning: A Dynamic Approach to Learning || Barb Baker, Suzie Addison-Toor, Adam Stibbards || 20 ||
 * || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Session Topic ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Facilitator ** || **Maximum # of participants** ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">11 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Building Trust in the Classroom || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Anita Arvast || 20 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">12 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Lecture Capture Made Simple: Your Own Video Tutorials || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Derek Martin || 16 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">13 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Dealing with Emotions in the Classroom || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Greg Taylor || 25 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">14 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Supporting Novice Learners in the Labs || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Pat Rowan || 12 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">15 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Project Based Learning || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Ross Bigelow || 25 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">16 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Factors Affecting Persistence In College Learning || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Donna Jansen and Sean Madorin || 30 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">17 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Creating Inclusive Classrooms || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Renee Ferguson and Faculty Panel || 25 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">18 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Proud to be First: Supporting First Generation College Students || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Megan Fenton || 12 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">19 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Teaching Students for Tumultuous Times: A Sustainable Society || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bill French and Gary Cerantola || 20 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">20 || Social Media in the Classroom || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Cher Cunningham || 20 ||
 * 21 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">"All the World's a Stage": Using Role Play for Learning || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Lance Triskle || 20 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">‍ ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">‍ **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">1. **

2.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Photo: //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description: // What are Georgian’s 10 Best Practices in student engagement? What are 8 student engagement benchmarks that will measure our success? How do the questions we ask students fit with these 8 benchmarks? How will Georgian improve the first year experience? This session explores these questions through a brief presentation of the highlights of a project on the student experience at Georgian, group discussion on how teaching practices fit within the engagement benchmarks, an interactive dialogue on how the questions we ask students relate to engagement, and a brief presentation on what Georgian is doing to improve the first year experience. //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bios: // //Michele Beaudoin.// Michele is Associate Vice President of Student Services and, for the past 3 years, has worked on a major project related to the student experience at Georgian. Michele has worked at Georgian over 21 years in different administrative roles. She is currently working on a doctorate focused on the changing landscape of higher education within a knowledge-based economy. //Amanda Duncan.// Amanda is an Institutional Research and Planning Analyst in the Organizational Planning and Development department. She has worked on the Student Experience Project, providing data and mapping it to 8 engagement benchmarks. Amanda has worked at Georgian just over 3 years and is a graduate of Laurentian University, with a MA in Human Development.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Title: **Benchmarking Student Engagement: Student Experience at Georgian
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Facilitator: Michele Beaudoin and Amanda Duncan **

3. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title: Getting Things Done** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Facilitator: Scott McCrindle** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Photo:**

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description: “An organizational disaster”, Scott realized that his multiple roles as father, friend, educator, and coordinator meant learning how to better manage the things people depend on him to do. The Getting Things Done (GTD) approach has helped him deal with all this “stuff” and put him on the road to stress-free productivity. Learn about his journey and explore strategies to reduce your stress level and let you focus on the things that are really important to you. Conduct a ‘brain dump’, set up a simple collection system for all your "stuff" and apply a simple workflow to manage it all.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio://Scott McCrindle.// The Coordinator of the Web Animation and Design program, Scott McCrindle has taught at Georgian since 2003. He came to the college with rich experience in Web technologies. A walking contradiction, Scott loves cooking soup over a portable camp stove every bit as much as being hunched over a laptop.

4.

Description: Kolb’s Learning Cycle acknowledges that there are multiple dimensions to experiential learning. This session will explore specific strategies for planning and implementing experiential learning experiences across disciplines, through the use of reflection and small group discussion. This session is intended to guide faculty in developing and facilitating meaningful, successful and effective experiential learning experiences which address all aspects of Kolb’s Learning Cycle.
 * Title: Exploring Experiential Learning Using Kolb’s Learning Cycle**
 * Facilitator: Corrine Lalonde**
 * Photo:**

Bio: //Corinne Lalonde.// Corrine has taught in the BScN program since 2006 and now teaches full time in the PN program in Owen Sound. She is completing a M.Sc. in Nursing at York University, which includes a practicum with CTL. She is developing a teaching resource for faculty teaching in the clinical setting.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**5.** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title:** **Expanding the Horizon: Science Faculty Build a Learning Community** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Facilitator: Trudy Bergere** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Photo:** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description:Over this past year, a small group of experienced faculty who teach in the new science labs participated in a learning community with the purpose of enhancing teaching practice in the labs. In this community, faculty began by addressing a common teaching challenge and exchanging ideas relevant to this challenge. They are now exploring innovative ideas on an ongoing basis and exploring ways to share those ideas. In this session, participants will hear about the experience of this group, consider the characteristics of a productive faculty learning community, and discuss ideas for strengthening community and enhancing practice in their own disciplines.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio://Trudy Bergere.// Trudy joined Georgian in 1996 and 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 has been a curriculum coach for CTL. Trudy has a PhD in Curriculum Studies from the University of British Columbia.

6.

Description:What is Universal Design for Learning (UDL)? How do you use it in the classroom? In this interactive session, participants will learn about UDL, experience different UDL strategies and see how to apply them in their classes. Participants will discuss how UDL can be used effectively to improve student learning. Bio://Karen McGregor// is a Learning Strategist at Georgian College and has a background in teaching at the K-12 level as well as experience in special education at the Simcoe County Board of Education. Her education includes a B.Ed. and M.Ed.
 * Title: Universal Design for Learning**
 * Facilitator: Karen McGregor**
 * Photo:**

7. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title:** **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">A Trip Down Memory Lane: Remembering Being a Novice ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Facilitator: Kathy Weatherall** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Photo:** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description:

At some point, everyone started as a novice in their professions and/or disciplines. As teachers, it is important to remember that stage of learning in order to maintain reasonable expectations of students. In this session, participants will reflect on and discuss the journey from novice to expert. Using the Dreyfus & Dreyfus novice expert framework, participants will generate strategies for promoting learning and supporting development of the novice. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio: //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Kathy Weatherall. //<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Kathy has been teaching full time at the college in the Georgian/York Collaborative BScN (nursing) program for 10 years. She has a Masters of Education degree and enjoys taking risks in teaching in order to improve and support student learning experiences

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">8. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title: Structuring Meaningful Group Discussion** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Photo:** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Whose 'voices' are most heard in your class? Small group discussions can be a powerful strategy, especially when thoughtfully and intentionally structured, to access //<span style="font-family: 'Arial','sans-serif';">all //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">voices. In this session we will explore <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 13px;"> strategies to enhance meaningful group discussion to maximize engagement and learning. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bios:
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Facilitators: Beccy Rodgers and Judy Blaney **

//Beccy Rodgers.// Beccy is a Liberal Arts faculty member at Georgian and previously taught for many years in the public system. She just completed a term as Executive Director at the Ontario Educational Leadership Centre. Beccy believes strongly in learning through well designed discussion and is happy to encourage such learning. //Judy Blaney.// Judy teaches in the Master of Teaching Program at OISE/U of T and has worked in Teacher Education for the past 12 years. She previously taught for 20 years in both elementary and adult education. She is a member of the Ontario Educational Leadership Centre (OELC) volunteer Board of Directors.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">9. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title: Technology in Classrooms: Maximize Engagement Amidst Distraction** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Facilitator: Rebecca Wakelin** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**P****hoto:** have photo from last year - this session is being repeated from last year <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">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. Through the lens of reflective practice, 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. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio: //Rebecca Wakelin.// Rebecca teaches in the Aboriginal Studies and Pre-Health Sciences departments. She has been an educator for eight years, three of which have been at Georgian. She has a B.A., a B. Ed. and is currently working towards a M. Ed degree. Her current research interests include managing technology in the classroom and indigenous languages.

10. Photos: Description: Community Service Learning (CSL) takes place when learners actively engage with community-driven projects in a volunteer capacity, and then reflect on their experiences in relation to course learning. CSL creates ties between educational institutions and communities, enhances a sense of civic engagement in students, and contributes to vital community projects. Georgian’s strategic vision includes an emphasis on enhancing CSL offerings. This workshop provides an opportunity to 1) learn more about CSL; 2) access CSL resources; and 3) consider how to add CSL to one of your courses. Please bring a Course Outline and Syllabus for a course you think might be a good fit.
 * Title: <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Community Service Learning: A Dynamic Approach to Learning **
 * Facilitators: Barbara Baker, Suzie Addison-Toor, Adam Stibbards**

Bios: //Barbara Baker.// Barbara is a faculty with the social service program in Orillia. She has been at the college since summer of 2007 and has been involved in CSL since fall 2010. Barb has been involved in various CSL projects over the past 2 years including the revitalization of the Community Projects Initiative (CPI) in Orillia. //Suzie Addison-Toor.// Suzie is a faculty with the social service worker program in Orillia. In addition to her extensive experience in community development, program development and organizational leadership; she brings a keen interest in CSL. Suzie is a strong proponent of the importance of the connection between community and education, and has incorporated 2 CSL components into two of her courses over the past 2 semesters. //Adam Stibbards.// Adam is a professor in the social service and child and youth worker programs in Orillia. He is conducting research into professors’ experiences CSL component in their classes, and is a strong proponent of experiential and reflective approaches to learning.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">11.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Do you sometimes feel like you are talking to a wall in your classroom despite the number of students there? You ask a question and nobody responds? This sharing session will be focused on exercises to make students feel emotionally and intellectually 'safe' in the classroom to increase involvement and comfort for all. Come prepared to share challenges and successes as we are put through some exercises wherein we will build teams and tear down fear. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">//Anita Arvast.// Anita teaches literature and humanities with the University Partnership Centre and coordinates the Liberal Arts and Sciences for degree studies. Her education includes a B.A. in English/Communications, a M.A. in English Literature and a Ph.D. in Theory and Policy Studies. She has taught for 25 years with a student-centred approach.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Title: Building Trust in the Classroom **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Facilitator: Anita Arvast **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Photo: She had a photo in 2008. Do we still have that? **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">12.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title: Lecture Capture Made Simple: Your Own Video Tutorials** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Photo:** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description: This session offers participants a simple process teachers can use to produce tutorial videos. Using (free) screen capture applications now places this ability into any teacher's hands. Attendees will collaborate with the presenter to develop a simply story board that will serve as the script for a sample video that will be created during the session. Videos can be uploaded to YouTube and/or embedded in Blackboard. They are ideal for review, introducing topics and explaining a lab or concept. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio: <span style="color: #000000; font-family: 'Segoe UI','sans-serif'; font-size: 13px;">//Derek Martin.// Derek teaches in the electrical engineering technologies program. Prior to coming to Georgian he taught for six years at a College in the GTA. He helped establish the Magna Technical Training Centre for Magna International. He is a strong believer in the use of technology as a teaching tool.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Facilitator: Derek Martin **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">13.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title: Dealing with Emotions in the Classroom** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Facilitator: Greg Taylor** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Photo:** have photo from last year - this session is being repeated from last year

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">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="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">//Greg Taylor.// 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="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">14. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title: Supporting Novice Learners in the Labs** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Facilitator: Patricia Rowan** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Photo:** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">As experts, we tend to forget what it’s like to be a novice in our fields. Our memories of that stage of learning can be clouded or rose-coloured, and most of us tend to forget how daunting learning can be at this stage of the learning journey. As instructors, it is important to remember that our learners come to us as absolute novices and our task is to support them in their development towards proficiency for professional practice. In this session, participants will revisit what it is like to be a novice and discuss strategies to set up lab environments and lab tasks to support the novice learner. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">//Pat Rowan.// Patricia came to Georgian in 2008 with 30 years of experience as a dental hygienist. She recently completed her M. Ed, focusing on how to critical thinking skills in professional practice. She is passionate about finding effective strategies to help students learn the complex skills required by today’s professionals.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">15. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title: Project-Based Learning** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Facilitator: Ross Bigelow** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Photo:** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Are you interested in exploring an alternative learning strategy that creates open-ended learning activities, which encourages students to explore course topics and ideas outside of the classroom? Project-based learning is designed to pose a complex question, problem or challenge to students. Then, through the completion of a rigorous project, students learn how to work within a group, research, and think critically. Project-Based Learning also helps students reinforce core course material, explore related ideas and discover new informational relationships through self-exploration, collaboration and sharing.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">//Ross Bigelow.// With a strong passion for understanding “why”, Ross has had the privilege of spending the last 15 years teaching IT professionals how to be better problem-solvers, critical-thinkers and alternative solution architects. Ross is currently a program coordinator in the School of Computer Studies, and has held previous roles including CIO and Director of Online Learning for an online University.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">16.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title: Factors Affecting Student Persistence in College Learning** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Facilitators: Donna Jansen & Sean Madorin** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Photo:** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description: Retention is an important part of our college mandate. At a First Year Experience conference, Sean and Donna learned about academic practices that promote student resilience and persistence in a college setting. Persisting with one’s academic journey is influenced by many factors, many of which involve the faculty- student relationship. This session will explore persistence in College learning and outline some strategies to assist with retention. Participants will have the opportunity to: examine the characteristics of resilience; identify best practices for student success; explore the power of faculty- student interaction; and discuss the value of early alert programs for student retention. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bios: //Donna Jansen.// Donna has been with Georgian since 1988 in various roles including working in student services, faculty teaching Social Science courses, Coordinator of the Police Foundations program and most recent role as Associate Dean of the Owen Sound Campus. She Is a Board of Governors’ Award of Excellence recipient for Teaching Innovation. //Sean Madorin.// Sean has been with Georgian since 2002, teaching in Pre-health Science, BScN, Coordinating the Primary Care Paramedic/Pre-Health Sciences programs and since 2010 has been the Associate Dean in the School of Health and Wellness. He has overseen the growth and development of Veterinary, Dental, Opticianry, Pre-health and Pharm tech programs.

17.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description: <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Session participants will have the opportunity to discuss best practices for creating inclusive classrooms where learners with a variety of needs are welcomed and integrated. Session participants will hear from, and dialogue with, faculty who’ve taught students in the CICE program. A faculty panel, breakout groups, and classroom scenarios will be used to facilitate this discussion. Participants will be provided with concrete strategies around building inclusive classrooms and integrating students with a variety of learning exceptionalities.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Title: Creating Inclusive Classrooms **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Facilitator: Renee Ferguson **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Co-presenters (Faculty panel): Tracy Mitchell-Ashley, Michele O’Brien, David Schwalm, Judy Mussio, Bob Wilson, Robin Parkes **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Photos: **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bios: //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Renee Ferguson. //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;"> Renée Ferguson is a General Education faculty member and Coordinator of the new Community Integration through Cooperative Education program. She is very happy with her new role; wholeheartedly enjoying working with the CICE students and staff. It has been a hectic but rewarding year of learning. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">//Robin Parkes.// Robin has 15 years’ experience in prototype engineering. He has a B.Ed. and has worked with young people in a variety of settings. He is currently earning his MEd and has taught with the School of Liberal Studies since 2008. //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Tracy Mitchell-Ashley. //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Tracy teaches in Communications. With10 years of teaching and 15 years of communication field experience, Tracy aspires to practice what she preaches as she communicates with her students. //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Judy Mussio. //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Judy has taught for 15 years in Orillia and Barrie. She has a M.Ed. and believes that an accepting environment helps to build the trust and confidence needed for students to become self-directed learners. //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">David Schwalm //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">. David spent 26 years in a variety of sales, marketing, and managerial positions in companies like Pepsi-Cola, Sun Media and Grand & Toy before joining the Communications department in 2002. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">//Michele O'Brien.// <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 15px;">Michele coordinates the Shki-Miikan and ACSD programs. She has taught Microcomputer Applications at Georgian for over 10 years and found working with the CICE students a teaching highlight.

18.

Description This session will provide a definition for the term "first generation student" and a discussion around the first generation population at Georgian. Participants will have an opportunity to look more closely at the profile of first generation college students and challenges faced by this population based on empirical evidence and personal experiences. In addition, characteristics of first generation students will be identified and linked with simple strategies, developed through discussion, which can be used to support this population of learners. Bio //Megan Fenton.// Megan began her career with Georgian in 2005 and currently works as the Manager of the First Generation Project and Crown Ward Championship Team. She has an Honours BA, a post-graduate diploma in HR Management and is currently completing her MA in Educational Studies and Work, Organizations & Leadership.
 * Title:** **Proud to be the First: Supporting First Generation Students**
 * Facilitator: Megan Fenton**
 * Photo**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">19. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Title: Teaching Students in Tumultuous Times: A Sustainable Society** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Facilitators: Bill French and Gary Cerantola** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Photos:** have photos from last year - this session is being repeated from last year

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">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="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bios: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">//Bill French// 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="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">//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="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">20.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Photo <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description Social media is in your classroom whether you integrate it with your lessons or not! Get a hands-on experience of the value of social technology. Understand the pitfalls and potential of Facebook, Twitter and texting in the class. Begin developing your own best-practices to deal with issues of privacy, attention and connection. Generate creative ideas on how to integrate social technology with lessons. **Please bring along a wireless enabled device such as a Smartphone or laptop.** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio //Cher Cunningham.// Cher has been creating websites and using online marketing strategies since 1996. She offers workshops to business people in marketing, online communication, and social media. She has been teaching at Georgian College since 2010.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Title: Social Media in the Classroom **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Facilitator: Cher Cunningham **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">21. **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Description: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">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="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Bio: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">//Lance Triskle.// Lance 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="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Title: “All the World’s a Stage”: Using Role Play for Learning **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Facilitator: Lance Triskle **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Photo: have photo from last year - this session is being repeated from last year **