STLHE 2019 Pre-Conference Workshops

**Abstracts appear in the language in which they will be presented. **

turtle, lodge, logo, mikinak, kinamakamik

Turtle Lodge Day Trip

When: Tuesday, June 11, 2019

Duration: All day

Turtle Lodge is a sacred gathering space and a centre of excellence in Indigenous education, located approximately 1.5 hours from Winnipeg. Attendees will learn about Indigenous methods and teachings. There will be an opportunity to hear from Knowledge Keepers, participate in a water and pipe ceremony, and learn about the importance of connection to nature, the waters, and the land for Indigenous peoples.

Please join us for this full-day pre-conference event. Fees include transportation and lunch.

Turtle Lodge is located about an hour and a half outside Winnipeg toward Lake Winnipeg. See below for directions via Google Maps.


York Ave. Entrance to RBC Convention Centre

10:00 AM - 3:00 PM

Turtle Lodge Day Trip


Turtle Lodge, Manitoba


Turtle Lodge, Manitoba

RBC Convention Centre Pre-Conference Sessions

Pre-Conference Concurrent Sessions
Length: 3 hours (each)

Morning Sessions - 9:00 AM - 12:00 PM

Ditching the Laundry List: Moving Beyond an Experience-Centric Definition of Experiential Education

When: Tuesday, June 11, 2019

Whether sparked by external pressures or institutional needs, defining experiential education (EE) has become a complex challenge for many institutions. These definitions often stray to experience-focused interpretations of EE, at once limiting and overwhelmingly expanding it. In this workshop, we aim to address the limiting nature of experience-driven definitions of EE using the collective wisdom in the room. In this reframing exercise, we will work with an expanded framework that links EE to intentional practice, leveraging Ryan’s reflective scale and behaviours derived from High Impact Practices as a method to put an activity to the EE test. Participants will have the opportunity to reflect on how EE activities can be structured to guide experiential learning, focusing on the how and why rather than attempting to define EE by the concrete experience alone. Participants will leave with practical tools / strategies to support a meaningful EE journey irrespective of the destination.

Presenting Authors
Geneviève Maheux-Pelletier, York University
Lisa Endersby, York University


Bilingue Études de cas sur les différentes modalités de cours à distance faisant appel au numérique en enseignement supérieur

Study cases on delivery modes in distance learning courses integrating digital learning in higher education

When: Tuesday, June 11, 2019

La mise en œuvre de différentes modalités de cours à distance en enseignement supérieur rendues possibles grâce au numérique sera favorisée dans les collèges, Cégeps et universités au Québec et au Canada (Bates et al., 2017) pour leur développement à moyen et à long terme. Parmi ces modalités, il y a les cours hybrides, les cours mixtes et ceux en ligne. Ces modalités de cours comportent en outre différentes variantes possibles (Lakhal et al., 2017). Les objectifs de cet atelier sont : 1) de discuter de ces différentes modalités de cours et de leurs effets sur l’enseignement et l’apprentissage, à partir d’études de cas réels se basant sur des exemples de modalités expérimentées en enseignement collégial et universitaire au Québec; et 2) d’identifier les conditions essentielles de réussite de l’implantation de ces modalités de cours dans les institutions d’enseignement supérieur au Canada.

**Cet atelier sera bilingue (en Français et en Anglais).**

The implementation of different modalities of distance learning courses in higher education made possible through digital technology will be promoted in colleges, Cégeps and universities in Quebec and Canada (Bates et al., 2017) for their medium and long-term development. These include hybrid courses, blended courses and online courses. These course methods also include various possible variants (Lakhal et al., 2017). The objectives of this workshop are: 1) to discuss these different course modalities and their effects on teaching and learning, based on real case studies based on examples of modalities experienced in college education and university in Quebec; and 2) to identify the essential conditions for successful implementation of these course modalities in Canadian higher education institutions.

** This workshop will be bilingual (in French and English).**

Presenting Authors
Sawsen Lakhal, Université de Sherbrooke
Géraldine Heilporn, Université Laval
Nathalie Marceau, Université de Sherbrooke
Christine Gaucher, Université de Sherbrooke
Anne-Marie Lafortune, Cégep de la Gaspésie et des Îles

Creating Learning Spaces that Foster Student Well-Being

When: Tuesday, June 11, 2019

Well-being is critical to learners’ academic success. Evidence suggests that subtle shifts in classroom contexts can create a profound impact on learners’ wellbeing, resulting in better academic performance. In particular, emerging research indicates that instructors have important roles to play in fostering learners’ wellbeing. Such findings echo with both educational theories and the call-to-action identified in The Okanagan Charter (2015). Drawing upon input gathered from both learners and instructors in a mixed methods action research project, this interactive workshop will share research, tools, and teaching practices. Several innovative projects will also be presented, that creatively engaged instructors in enhancing learners’ wellbeing from a large Canadian university. Through several activities, attendees will also learn how to facilitate identification of ways to adopt and adapt those practices, and to develop new strategies for their specific contexts. Taken together, attendees will learn how to best develop and support wellbeing in their learning spaces.

Presenting Authors
Michael Lee, University of British Columbia
Patty Hambler, University of British Columbia
Steven Barnes, University of British Columbia
Judy Chan, University of British Columbia
Karen Smith, University of British Columbia
Gulnur Birol, University of British Columbia

Afternoon Sessions - 1:00 PM - 4:00 PM

SOTL: The Party that will Change Everything

When: Tuesday, June 11, 2019

Bortolin (2018) asked how faculty, especially at teaching-focused institutions or teaching-focused positions at research-intensive universities, should be encouraged to join the SoTL party. The SoTL journey begins with a passion for the dual roles of teacher and learner. SoTL is an opportunity for faculty to reflect on their teaching, investigate the learner experience, implement evidence-based change, and communicate findings with an external audience.

We, members of the Executive Board of SoTL Canada, invite you to the SoTL party! If you are new to SoTL, just getting started with SoTL, or want help planning your next project, this workshop is right for you!

Participants will have the opportunity to discuss and interact with SoTL Canada members around the SoTL research process (types of SoTL questions, Felten’s principles of SoTL, dissemination, and SoTL ethics). Participants are invited to bring along examples of their own SoTL projects for feedback and suggestions.

Presenting Authors
Melanie Hamilton, Lethbridge College
Brett McCollum, Mount Royal University
Andrea Webb, University of British Columbia
Jeni Spencer, University of Guelph
Chris Ostrowski, University of Calgary

Exploring Your "Teaching Presence": A Performance Based Teaching Development Cohort

When: Tuesday, June 11, 2019

The Teaching Assistants’ Training Program’s teaching practicum “Exploring Your Teaching Presence” was developed to address graduate students’ concerns around teaching-related anxiety and confidence. Making use of multiple performance practices, this practicum offers a unique space – distinct from conventional workshop and small group peer teaching programming (e.g. microteaching and the ISW) – that encourages participants to critique stereotypes of the “good teacher” and to craft their own, authentic teaching identity. The practicum sessions are not traditional workshops on public speaking, rather, they are an exploration of how performance practices can be used to find, centre and develop each participant’s unique teaching presence, supporting them in their teaching development journey.

In this workshop, participants will engage with a range of performance techniques, and discuss issues surrounding the creation and management of a safe and productive space for personal development and growth including accessibility, vulnerability, and avoiding prescriptive approaches to identity development.

Presenting Authors
Alli Diskin, University of Toronto