ConnectED

Connect Ed 2025 Schedule

• 8:00  am – Doors open, coffee/tea and fruit/snacks available

• 8:30 am – Evered Hall - Welcome and Territorial Acknowledgement

• 8:45 am –  Keynote session with Dr. Carrie Nolan

• 9:45 am – Coffee break in Evered Hall

• 10:00 am – Session 1 (see options below)

• 11:00 am – Session 2 

• Noon – Lunch in Evered Hall

• 1:00 pm – Session 3 

• 2:00 pm – Session 4

• 3:00 pm  – Closing remarks, reflective activity, door prizes

• 3:30 pm – Conference close

Workshop descriptions

Applied Theatre: Building Communities with UFV International Students

Rita Dhungel PhD, Shelley Liembembuk PhD

In response to requests from international students, we have recognized the need to build a stronger sense of community among them. Drawing on applied theater methodologies that emphasize creative expression made by, with, and for the community, we have been hosting workshops to help international students connect, share their experiences, and feel heard. Our approach is grounded in inclusive pedagogy that establishes ethical terms for a brave space. To facilitate this, we have incorporated image theater and improvisation techniques, allowing students to express a range of experiences through embodied narrative and collective creation. Feedback from students indicates that they feel well-supported in sharing their stories and are joyful to discover theatrical expression as a powerful means of doing so. We have taken care to ensure the space is inviting and non-hierarchical by incorporating food sharing, providing an open structure at the beginning and end of each workshop, and actively decentering the professors as sole knowledge keepers. We would like to share our experience and the tools we have developed with our colleagues by offering a short applied workshop. Our goal is to amplify the effectiveness of community-building as a way to challenge knowledge hierarchies and bridge inequities in higher education.

Collaborative Online International Learning

Victoria Surtees, Daryl Smith, Mark Breedveld, Sabir Haque, Amine Amar

Imagine a course where students in different countries do projects together. That’s the intention of COIL: Collaborative Online International Learning. In 2024, UFV launched the COIL initiative, where UFV faculty were paired with international university partners to develop in-class projects that leveraged the experiences of students in both countries. In this session, COIL faculty will share their experiences and give guidance for those interested in trying COIL in their own courses.

Community of Practice Holistic Assessment - Re-Learning to Learn

Leanne Joe, Claire Hay and Community of Practice for Holistic Assessment Group

Community of Practice for Holistic Assessment is a group of engagement. We provide a space for dialogue on assessment practices that weave together Indigenous and western perspectives and reflect on how these principles apply to our teaching practice. We will share key take-aways from putting ourselves in the role of ‘new learners’ - we each learned something new and reflected on our experiences. Students will share stories of the impacts of our teaching practices.

Envision 2074: Student voices and their hopes for UFV's future

Jason Li, Office of Sustainability, Deanna Devitt

During Career Month in November 2024, CECE hosted a WIL event hosted a Community Ideation Jam with the theme, Envision 2074. The community event brought together over 30 students taking on a 24-hour ideation challenge. CECE invited speakers who provided different viewpoints on what students could consider envisioning a thriving campus 50 years forward. With the support of mentors, students drew from their learning to demonstrate their care for future generations.

Experiential Learning Tools in Nursing

Adriana Striker

Within the Practical Nursing Program a wide range of technology is utilized to enhance Learning. Within this micro teaching session I would like to demonstrate how we incorporate the use of experiential learning into the practical nursing program, specifically through the use of the Geriatric Simulation Mannikin. In this session I would discuss the use of the Geriatric Simulation Mannikin within Simulation experiences for students, Testing experiences we do with the Simulation Mannikin, and also how we incorporate the use of the Simulation Mannikin into teaching labs to allow more hands-on/tactile learning. I would bring forward research that supports the use of experiential learning to support the methods we are using. In this session I would utilize video or pictures of the technology utilized to support the teaching session. The main goal of this teaching session is to share with others how experiential learning helps support nursing students in expanding their understanding and knowledge of geriatric care through hands-on experience. By immersing students in realistic clinical situations, the Geriatric Simulation Mannikin allows them to develop critical thinking, clinical decision-making, and patient-centered care skills in a controlled, supportive environment.

GenAI in Practice: Using AI Tools for Research and Teaching

David Thomson, Matthew Michaud

In this facilitated discussion we will explore opportunities and concerns associated with genAI tools (such as NotebookLM, Elicit.com and Perplexity.ai) in the context of our own research and teaching. Whether you are interested in learning more about such tools, or looking to discuss your own use of genAI for research and teaching, this session will provide an opportunity to assess the potential impact these technologies will have on our future professional roles.

Mindful Reminders: a Treasure Hunt

Sylvia Richardson PhD, Michelle Johnson

Art is a way of seeing, of being and of becoming. We are unique and sacred. To see the beauty and diversity in our individual and unique ways of learning and unlearning in order to transform our relations requires the one recognize the inherent ceremony of art as an ongoing dimension of an Indigenous education process.

Experiencing Story-work and connection to the Land

Leanne Joe, Dr. Shannon Leddy

Learn Stó:lō and Métis style introduction with explanations of the importance of why we do introductions this way. Our people practiced oral storytelling as a way of sharing knowledge, verifying what we now call rights and title to land, bearing witness to ceremony, and for entertainment purposes. We will use a blend of traditional storytelling with some western education practices to inspire thought and inquiry into the Indigenous perspective on story and ecological learning.

Art and Play as a Means of Ceremony and Transformation

Sylvia Richardson PhD, Michelle Johnson

This is an invitation to explore through play ways to regulate our nervous system, to bring awareness to our patterns of reaction when we feel dysregulated in the classroom and in life. This is an experiential arts informed practice. Bring your playfulness and childlike curiosity, a journal, and mark making tools.

Blobs and Lines: Adapting the Value Line technique to build student community

Sue Hampton

I will share an adaptation I use on the first day of class to help students get to know one another and foster a sense of belonging in the course. I have adapted the Value Line active learning technique to help students get to know who is in the class with them and encourage community building from Day 1. Students get out of their seats and cluster around the room in “blobs” based on simple prompts I give them. The technique can be easily adapted to other lessons and not solely used on the first day of class.

Reverse Quizzes

Renee Prasad

A reverse quiz is a quiz that asks students to a) generate a question b) specify where in the course materials the answer can be found and c) reflect on what they find interesting about the information. As an instructor, reverse quizzes have provided me with two things. First, a relatively "easy" form of assessment when I have run out of time/energy/creativity to come up with an assessment. Second, reading the reflective comments about what the students valued is inspiring and surprising. In our time together you will get to practice doing a reverse quiz on my presentation.

Changemaker Education in Practice: 2025 TIPP Projects

Anna Griffith

This session spotlights some of the changemaker projects supported by the Teaching Inquiries into Pedagogical Practices (TIPP) fund. It features short presentations by faculty members who will discuss their innovative initiatives and key insights from their projects. It includes a panel discussion where faculty will reflect on how changemaker education has shaped their pedagogical practices and identities as educators. We will explore what it means to facilitate changemaking in post-secondary education and identify the skills, mindsets, and supports needed to thrive as 21st-century facilitators of learning.

Inclusive Syllabus

Mitra Tabatabaee

An inclusive syllabus integrates equity, diversity, and accessibility by using inclusive language, learning resources, and adaptive formats for diverse student needs. It incorporates EDI principles, addresses auditory and visual-friendly materials, and includes an audio-supported textbook. A clear grading scheme with color-coded pie charts and visuals enhances comprehension. By designing with accessibility in mind, this approach fosters an engaging, supportive learning environment where all students can thrive.

Reimagining Education: The Role of AI in Teaching and Learning

Sameena Karim Jamal

Artificial Intelligence (AI) is creeping into higher education. What would it mean to welcome AI into the classroom? This Community of Practice will explore the use of AI for teaching and learning in higher education. Following a brief discussion about ethical issues in relation to AI, participants will delve into strategies through which AI might be meaningfully integrated into classes for enhanced student engagement, comprehension, and accessibility.

Demystifying Indigenization at UFV

Stefania Pizzirani

Throughout the winter term, as part of the Allyship in Action Project, I met with nearly 20 colleagues to discuss how they are considering and progressing Indigenization efforts in their work. In this talk I will present what I learned from those conversations and my own personal reflections to identify both achievements and opportunities. For those not sure how to start Indigenizing – and even for those further on in this journey – this talk will definitely provide food for thought, lessons learned, and pathways forward – you are not alone!

Experience the Fraser: Displaying Indigenous stories of the Fraser using Urban Design and GIS approaches

Afia Raja, Mariano Mapili

This research aims to recognize and preserve the vital role of storytelling in Canadian Indigenous cultures and knowledge dissemination. A virtual reality experience utilizing GIS technology will be developed to identify key historical locations of Indigenous communities along the Fraser River. Through this process, eight significant sites will be pinpointed for the integration of urban design elements, such as landmarks, fountains, and sculptural installations, to convey Indigenous knowledge and experiences related to the river. By highlighting these historical aspects of Indigenous culture and practices that are at risk of being forgotten, this study addresses crucial themes of historical memory, decolonization, reconciliation, and heritage preservation, ensuring that current narratives are honored and sustained for future generations.

Interactive case-based intersectionality lesson

Thais Amorim

This lesson uses an interactive, case-based approach to deepen students' understanding of intersectionality. By physically mapping structural, disciplinary, hegemonic, and interpersonal oppression on a large visual representation, students will critically engage with the complexities of identity-based discrimination and its cumulative impact on individuals.

Responsively Decolonizing and Indigenizing the Post-Secondary Classroom

Prachee Sehgal, Kirsten Roberson, and Lorna Andrews

In this presentation, we highlight our learnings from our current research work on 'Building Positive Experiences for Indigenous students' in the post-secondary classrooms. We begin by explaining the 5 R's of Indigenous research followed by a novel framework based on Indigenous students’ expressed desires, which can be integrated at an institutional and classroom level. Approaches to applying this framework across different disciplines will also be explored.

Socratic Discussion with Collaborative Learning

Mitra Tabatabaee

In this approach, students explore a topic first, present their findings to the class, and the instructor guides the discussion by correcting and refining their understanding. This is a highly active, student-centered approach that fosters dialogue, inquiry, and peer teaching. This method promotes critical thinking and long-term retention. Each session concludes with rapid slide summaries and discussion-based "Test Your Understanding" questions, reinforcing learning through repetition and peer engagement for enhanced memory formation.

What is our Deeper Duty of Care? Teaching mission in the age of AI

Wade Deisman

Designed in a four-square structure, this workshop utilizes an appreciative inquiry approach to explore the challenges and opportunities associated with the advent of Generative Artificial Intelligence. We will begin by examining the impact and implications of GAI from the students' standpoint. Subsequently, we will explore the questions it raises about our own sense of educational mission. With coordinates from these two standpoints in hand, we will subsequently consider two vectors for response: the prohibitionist approach and the integrative approach. The pros and cons associated with each vector will be explored.

A Reflective Journey Towards Building Kind Classrooms

Claire Hay

Catherine Denial, in her book “A Pedagogy of Kindness” (2024), talks about the importance of kindness as a guiding principle in higher education. Distinct from niceness, kindness focuses on trusting students, believing in students, and addresses inherent injustices in higher education systems. By considering the ways we can be kind to ourselves, and demonstrate kindness in our syllabus, assessments and classrooms, we can build classrooms and student experiences that offer high expectations and also support students in their learning journeys. In this facilitated reflective session, participants will explore practical steps to building kindness in our teaching practice.

Archival Pedagogy in Practice: Engaging with the South Asian Canadian Digital Archive

Thamilini Jothilingam, Dr. Satwinder Bains

This session explores the South Asian Canadian Digital Archive (SACDA) as both a pedagogical tool and a method of inquiry. Participants will engage hands-on with archival materials from SACDA’s 75 unique collections, examining South Asian Canadian history and heritage. Through interactive exercises in subject analysis and metadata creation, attendees will contribute co-created metadata entries to SACDA’s online archive, fostering deeper engagement with archival interpretation and digital storytelling.

ChatGPT Meets the Curriculum Committees

Michael Batu

This session explores how artificial intelligence (AI) can improve curriculum development while maintaining ethical integrity. Drawing from firsthand experience in revising economics courses post-program review, the presentation demonstrates AI’s role in refining learning outcomes, updating calendar descriptions, integrating Indigenization, and embedding EDI principles. Participants will gain insights into best practices for leveraging AI to enhance pedagogy while fostering inclusivity, agency, and community engagement in higher education.

Connecting your curriculum to the community: where to start?

David Warkentin

As educators, connecting curriculum to the local community can seem daunting. We are disciplinary experts not necessarily community-engagement experts – where to start? This presentation suggests practices for educators across disciplines to connect their curriculum to the community and place of their work. Participants will be invited to consider how a combination of critical reflection and relational engagement during curriculum development can inform strategies for incorporating connection to local communities as part of students’ educative encounters.

Level up your lectures with games

Navneet Sidhu, Alexis Baldwin, Jasmine Mangat, Harman Boparai, Amitoj Brar

In this session we will explore why games as a learning strategy helps students learn effectively. Participants will be introduced to the benefits of game-based learning so they can enrich their lectures by making them more engaging. SLG leaders will share some practical examples and games that they use in the SLG sessions, which will range from opening activities to activities that help learn complex concepts. Participants will be given a chance to share some games they might have incorporated in their classes.

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