ConnectED

Connect Ed 2026 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 Jo-ann Archibald

• 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

Navigating Assessment in the AI Era: Student Perceptions of In-Class and Take-Home Scenario Assignments

Grant Valentine

This study compares student perceptions of in-class versus take-home versions of a scenario-based writing assignment in CRIM104. Originally developed as a scaffolded take-home task in collaboration with the Teaching and Learning Centre, the assignment was adapted for in-class delivery in response to AI-related concerns. The session shares student feedback on fairness, engagement, and learning in both formats, and invites discussion on how instructors return to in-class evaluation in response to AI.

Making Learning More Accessible through UDL - One Small Change at a Time

Adriana Striker

This session introduces Universal Design for Learning (UDL) as a practical framework for creating more accessible and inclusive learning environments. The presentation will focus on what UDL is, why it matters, and how it can be applied in simple, realistic ways in everyday classroom teaching. Through examples and discussion, participants will explore small, manageable strategies they can adapt to their own courses, leaving with one clear idea they can implement right away.

Indigenous Worldviews and Pedagogy in Adult Education

Amea Wilbur and Leanne Joe

This presentation, led by Leanne Joe and Dr. Amea Wilbur, explores the integration of Indigenous ways of learning within adult education environments. The main focus is culturally appropriate storytelling, land-based education, and experiential learning. A key objective is teaching practitioners to move beyond deficit models by utilizing gift- and strength-based approaches that emphasize resilience and leadership skills. The presentation ultimately aims to synthesize these worldviews to foster more inclusive, collaborative, and brave professional practices.

Layers of Identity: Intersections of Cultural and Professional Be-ing

Sarine Sadhra

Based on my doctoral research on teacher education, I explore how we as educators can support our post-secondary students across faculties in the development of professional identities which honour their true and authentic selves. I explore how embracing the intersections of cultural and professional be-ing opens a pathway for wholistic understandings of each other and supports the wellness of our communities.

Dancing with the Devil: A guided generative AI classroom activity

David Thomson

This session will simulate a CMNS classroom exercise using ChatGPT to provide a definition and explanation of a core concept, and use this as a baseline for participants to discuss their own understanding of, and experience with, the concept. The exercise will show how genAI can supply information and foster discussion, including critical reflection on genAI tools themselves. The session will conclude with a discussion of how to adapt this approach to other disciplines.

Teaching Critical Thinking in an Age of Artificial Intelligence

Simon Lambek and Noah Schwartz

Artificial Intelligence (AI) has rapidly and radically disrupted our teaching practice, but the implications of AI stretch far beyond the classroom. In this session, we will discuss the challenges AI poses to teaching critical thinking and preparing our students to be good democratic citizens. We aim to share, and learn, strategies to adapt our teaching and assessment in an age of AI.

COIL Curious? Stories from the field

Victoria Surtees, Joy Enyinnaya, Lawrencia Agyepong, Gabriella Wertheimer, and Moses Desire Kouyo

COIL, Collaborative Online Intercultural Learning, creates structured opportunities for students and faculty to collaborate across borders. This panel demystifies who can participate, how to begin, and what meaningful COIL collaboration looks like. Featuring UFV’s COIL coordinator, faculty partners from UFV and UniMAC Ghana, and student voices, the session showcases a sample project and shares practical insights on planning across contexts, balancing diverse learning outcomes, navigating transformative moments, and embracing productive discomfort to deepen global learning.

Education Summit 3.0: A Commitment to Supporting Student Transition from K-12 to Post-Secondary - Pathways, Possibilities, and Promise

Awneet Sivia

Since the initial Education Summit in November 2023, UFV and Fraser Valley School Districts have engaged in a variety of learning exchanges and initiatives to improve and facilitate student transition to post-secondary. This session will honour that work by celebrating stories of success and examples of transition pathways, and will culminate in the signing of a "Commitment to Successful Student Transition" Agreement between UFV and School District leaders. Join us to hear about the powerful activities undertaken by dedicated UFV and SD educators/leaders, and learn of ways that you can be involved in the next phases of the K-16 strategy.

Leq'áleq’el: Bringing multilingual stories of Indigenization into your classes

Victoria Surtees and Leanne Joe

Leq'áleq’el is a video-based teaching resource where UFV faculty and staff share their personal journeys into Indigenization through their home and heart languages. This micro-teaching session models how multilingual storytelling can create space for reflection, relational learning, and diverse entry points into this work. Participants will explore strategies for integrating these videos to support inclusive, culturally mindful learning in their own classrooms.

Rethinking Biology Instruction: Using the Socratic Method to Transform How Students Think and Learn

Mitra Tabatabaee

At the postsecondary level, biology theory courses, such as cell biology, genetics, microbiology, and physiology, are typically delivered through lecture-based teaching. Socratic Teaching, or the Socratic Method, is a teaching approach based on dialogue and questioning. Instead of directly giving students information, the instructor asks thought-provoking questions that encourage students to think critically, analyze ideas, and articulate their reasoning. This method is inspired by the Greek philosopher Socrates, who believed that questioning was the key to deep understanding. Students explore a topic first via group discussions, present their findings, and then the instructor guides the discussion by correcting and refining their understanding.

What's in a Place Name? A Gathering of Languages, Lands, and Learnings

Heather Campbell and Leanne Joe

This project supports Halq’eméylem language vitalization by amplifying Sto:lo place names through a youth-led video series and artist-designed shirts. Ten traditional place names are featured, each paired with newly developed Indigenous hand signs that visually convey their meanings without reliance on English or ASL spelling. By integrating culturally grounded sign language, the project strengthens pronunciation, visibility, and connection to Sto:lo land, history, and identity while expanding accessibility for diverse audiences.

Escaping the Lecture: Practical and Engaging Classroom Exit Strategies

Lindsay Spielman

Assessing student comprehension at the end of class can be challenging. Formative assessments can offer a practical way to gauge learning in real time.

This talk presents adaptable lecture-exit strategies that frame review as a meaningful "ticket out the door" by combining concept checks with self-assessment. These approaches allow accelerated learners to exit efficiently, which creates space for targeted, hands-on support for developing learners. These strategies are flexible, scalable, and easy to implement across disciplines.

Changemaking in Action: Experiencing UFV TIPP Projects

Anna Griffith and TIPP Project Leaders

This interactive session showcases UFV’s Teaching Innovation into Pedagogical Practices (TIPP) projects. Project leaders will host experiential "mini sessions" that participants rotate through every 10 minutes, engaging directly with project activities, student work, and visual documentation of learning in action. This session invites attendees to experience innovative and transformative teaching practices and leave with adaptable ideas for their own classrooms.

Let's Play! Game-based Learning and Communities of Practice

Kari Gustafson and Jess Wind

We are interested in building a community of practice around transformative, game-based learning approaches. If you have tried implementing games or game-based learning in the classroom, or would like to, or are just curious, come and join us for a chat about ideas, potentials, and playful practices.

A Tale of Two Flips: Implementing A Flipped Classroom in Upper-Level & Intro Bio Courses

Dina Navon

Participants will experience a miniature "flipped" lesson on bioethics where they will be shown a short "pre-class" video during the session, take part in a short "in-class" activity during the session, and hear more about the instructor's experience flipping both introductory and upper-level biology courses, specifically BIO 111 Introductory Biology I and BIO 333/433 Bioinformatics I and II.

Student Self-Evaluation as an Assessment Tool

Amanda Spooner

This micro-teaching session will focus on the potential benefits and possible pitfalls of self-evaluation as an assessment tool in teaching. The session will cover best practices for implementing self-assessment, including providing instruction and practice in self-evaluation methods, open-ended reflection, and multi-modal approaches.

Getting Ready to Be Student Ready

Kyle Baillie

The Student Ready University Framework is identified in the Integrated Strategic Plan as a goal over the next several years. This session will leave you with a foundational understanding of the Student Ready Framework and how your role participates in that framework.

Visual Assessment Timelines: Equitable access to information about course requirements

Smitty Miller

Not all students process information the same way. Syllabi as long text documents can create a barrier to students’ understanding of the entire term’s workload. Providing a visual representation of the term’s assessment timeline ensures that more students can effectively engage with course requirements. This simple tool may also facilitate better student time planning across multiple courses.

Exploring and Expanding the "Indigenization at UFV" report

Stefania Pizzirani, Lorna Andrews, and Leanne Joe

In 2025, the Teaching and Learning Centre met with approximately 30 faculty members to discuss their insights and actions towards Indigenization inside and outside of classrooms at UFV. So, what is next? Join this Community of Practice session, led by Lorna Andrews, Leanne Joe, and Stefania Pizzirani, to add your ideas, examples, learning experiences to this report. Help us keep the work of Indigenizing teaching and learning inclusive of all disciplines and as up-to-date as possible.

"Animating Archives:" - a disruptive methodology for a primary source analysis elevating the teaching and learning experiences

Larissa Horne

Analyzing primary sources within a course’s curriculum is typically a required form of assessment, often delivered in a written form by individual students. This session introduces a disruptive method of "animating archives" through a group-designed multi-media activity, creating an in-depth teaching and learning experience including a peer review, and a group grade. This method broadens the original scope of inquiry by drawing in additional data, igniting imagination and curiosity, and organically boosting the student engagement.

Writing an Effective Dossier for Tenure & Promotion

Alastair Hodges, Sandra Gillespie, and Zoe Francis

Join Dr. Alastair Hodges (Director, Tenure & Promotion), Dr. Sandra Gillespie (Associate Professor, Biology) and Dr. Zoe Francis (Associate Professor, Psychology) in a discussion about an effective Dossier document as part of the application for tenure. Alastair will provide an overview of the Dossier document. Sandra and Zoe will speak to their experiences in creating an effective Dossier during their past application for tenure and promotion to Associate Professor.

Artifacts of student learning: beyond the LMS and into public view

Claire Hay, Inaam Charaf, Lolehawk Laura Buker, and Janelle Sztuhar

Students often complete written assignments that are for instructors' eyes only, and designed to assess learning and assign grades. We gave students an opportunity to share their learning beyond the classroom. In this session, you will explore artifacts of learning from 3 different course contexts and hear from the instructors about their what and why. Come to be inspired and consider how you might engage students in generating public artifacts of learning.

Teaching for the Algorithm: Engaging the Next Generation Through Video, AI, and Attention-Driven Learning

Carlos Vilchis

This talk explores how educators can adapt their teaching to better engage today’s students by leveraging video-based communication and AI tools. Drawing inspiration from platforms like YouTube, it presents strategies for capturing attention, structuring content visually, and using AI to support creativity and learning. The session focuses on practical approaches to make academic content more relevant, engaging, and effective for current generations.

Changemaking with AI: Empowering Students to Innovate for Community Impact

Jason Li

During Career Month in November 2025, CECE hosted the second Community Ideation Jam: Changemaking with AI. In partnership with Tristan Taylor (UFV Alumnus and founder of CAIAI) and the UFV Alumni Association, the 48-hour jam brought together 28 students to explore creative, ethical, and meaningful uses of AI tools to address community needs. Guest speakers emphasized critical AI literacy while empowering students through the UN SDGs and UFV’s Changemaking and AI Principles.

Triage-Based Mentorship Framework for New Nursing Faculty

Rona Miller, Sarah Johanson, and Lorelei Janzen

This project describes the early development of a mentorship program designed to support nurses entering faculty roles within a Bachelor of Science in Nursing (BSN) program, including Licensed Practical Nurse (LPN) to BSN pathways. A triage-based framework was used to assess, prioritize, and address faculty mentorship needs.

Phase one involved a faculty wide needs assessment. Survey findings were analyzed and synthesized into key themes categorized by level of urgency.

Phase two focused on developing targeted strategies aligned with triage levels.

Stó:lō s'ewíwes - Stó:lō Teachings

Leanne Joe

Join this session for an opportunity to hear about how these Stó:lō s'ewíwes (Stó:lō Teachings) were put together as our guiding principles for Indigenizing our curriculum at UFV. Leanne will share a story of how the Stó:lō s'ewíwes spindle whorl image she created represents the living teachings. There will also be an opportunity for you to reflect on how you can integrate these Stó:lō s'ewíwes into your teaching practice.

From Classroom to Workplace: Preparing Future Library Technician for Compassionate Workplace

Inaam Charaf

This work examines how an ethic of care can be embedded in library and information studies education through critical, care-centered pedagogy. Drawing on classroom assignments and teaching practice, it explores counter-storytelling, class discussions, and practice as pedagogical modes that prepare future librarians to cultivate inclusive, compassionate welcoming library spaces.

Changemaker & Student Ready: A Shared Vision for Student Success

Lisa McMartin and Candace Stewart-Smith

Two of UFV’s emerging priorities are Changemaker and Student Ready. This micro-teaching session explores how Changemaker principles of agency, empathy, collaboration, and systems-thinking align with the Student Ready commitment to meeting students where they are and removing barriers to success. Through a practical, relationship-centred approach, the session shows how educators can cultivate student voice, strengthen belonging, and design learning environments that support all learners to succeed.

The Costs of Caring: Recognizing Compassion Fatigue in Post-Secondary Teaching

Brianna Strumm

In today’s teaching environment, post-secondary educators juggle a wide range of responsibilities that extend beyond the classroom, including supporting student learning, fostering meaningful relationships, and responding thoughtfully to both academic and personal concerns. This ongoing relational work, alongside other professional demands, can involve a significant amount of emotional labour. Over time, this can contribute to an experience of compassion fatigue. This community of practice will explore how compassion fatigue can show up in teaching contexts, create space for reflection and dialogue, and support the co-creation of strategies for maintaining sustainable practices.

Workshop: Changemaking and Interdisciplinary Collaboration

Gabriela Birnfeld Kurtz and Marcia Higuchi

This interactive workshop uses a real interdisciplinary collaboration between CMNS 316 (Communicating for Social Media) and GDD 317 (Graphic and Digital Design II) as an example to inspire faculty-driven changemaking across departments. Through a hands-on mini design sprint, participants will reflect on institutional barriers and opportunities and generate their own interdisciplinary project ideas. The session concludes with a debrief and discussion on changemaking and the role of collaboration in the university.

Creating Learning Spaces with Shared Responsibility: Lessons from SLG leaders

Amitoj Brar, Phoebe Nickel, Navneet Sidhu, and Salmana Ahmad

What happens when responsibility for learning is shared rather than owned solely by the instructor? In this session, SLG student leaders explore how redistributing power in learning spaces transforms engagement, accountability, and sustainability. Drawing on their facilitation experiences, they examine how pulling knowledge from students, negotiating classroom norms, and intentionally "taking charge" or "letting go" cultivates shared responsibility. Practical examples of facilitation and collaborative activities will illustrate how to create student centered learning cultures.

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