22nd Annual Teaching Practices Colloquium (TPC) Schedule

Click the toggles below to view the session’s room, presenter(s), and description.

8:00 – 8:30 am

Registration in Atrium

8:30 – 9:00 am

Opening Remarks & Knowledge Keeper Colleen Seymour in OM 3732 (Hybrid)
Teams Link: Join the meeting now

9:00 – 10:00 am

Designing for Inclusion in Post-Secondary Programs in OM3732 (Hybrid)
This keynote explores the questions: How can we empower students as self-regulating learners? and In what ways can co-creation, universal design for learning, and place-consciousness transform and decolonize post-secondary teaching and learning? Leyton will consider processes of co-creation, relationality, reciprocity, and co-emergence.
By Presenter: Dr. Leyton Schnellert
Teams Link: Join the meeting now
View the slides here (.pptx)

10:00 – 10:30 am

Coffee Break & Poster Session

Posters

Presenter(s): Nazlee Sharmin & Ava K Chow

The study of nutrition is essential for the dental hygiene program. Although providing dietary counseling in a dental setting is strongly recommended, dental hygienists do not always proactively offer dietary advice for various reasons, including perceived nutrition knowledge gaps. Studying nutrition often involves rote memorization of facts, which places a cognitive load on students and can demotivate them in this area of study. Whiteboard animation is a specific style of animated video in which the content appears to be hand-drawn on a school whiteboard and narrated in a storytelling manner. We developed whiteboard animations using VideoScribe to explain nutrition to dental hygiene students. Four whiteboard animations were created to explain concepts such as malnutrition and the role of vitamins in oral health. The animated videos were posted in the learning management system as supplementary learning resources. Whiteboard animations simplify complex nutrition concepts, prioritizing learner comprehension. We hope the whiteboard animations will be beneficial for students.

Presenter(s): Yan Song

In Computer Science courses on Human-Computer Interaction (HCI), students often struggle to shift their mindset from technical details to essential topics in the field: Cognition, Emotion, and Social Interaction. Furthermore, standard textbooks often lack the depth required for students to grasp the empirical evidence behind these concepts. This poster introduces a “Collaborative Literature-to-Practice” framework designed to bridge this gap. We present a Jigsaw cooperative learning structure where students analyze literature across three thematic streams. The poster visualizes the three-stage design: (1) building shared understanding through deep reading, (2) synthesizing theories across comparative studies, and (3) design integration, where students apply diverse perspectives to project decisions. While the pilot implementation focused on the first two phases, this poster outlines the complete scaffolding model, including the specific worksheets developed to guide student analysis. We will discuss preliminary insights based on student feedback, offering attendees a scalable framework for integrating academic literature reading into project-based technical courses.

Presenter(s): Lauren Mark, Keilin Gorman, & Naowarat (Ann) Cheeptham 

This project explores the effectiveness of graphic novels as a tool for science education, specifically in teaching microbiology concepts to school-aged students. Graphic novels are a rapidly expanding medium among youth, praised for their capacity to integrate concise text with compelling visual narratives. Many students hold misconceptions about microorganisms, often perceiving them as harmful due to limited coverage in the BC curriculum and portrayal in the media. By integrating creative teaching methods into science education, this study aims to inform evidence-based strategies for improving early science literacy, supporting antimicrobial stewardship, and inspiring future interest in STEM and One Health perspectives. This approach can be incorporated into classrooms for all ages and disciplines to improve engagement and promote student-centred learning.

Presenter(s): Sarmin Sultana Joya & Jyotshna

Through this poster we intended to share a research project about how adults with non-normative body sizes experience beauty standards. We began by interviewing six adults from diverse racial, cultural, and gender backgrounds. Their experiences reveal how body size influences self-esteem, belonging, and participation in classrooms, workplaces, and communities. From these interviews, seven key themes emerged: family pressure, media influence, gendered scrutiny, racialized norms, social exclusion, emotional effects, and resilience. Participants talked about feeling judged or left out in school, work, and social situations because of their body size. Despite these challenges, they shared ways they nurtured confidence, developed resilience, and cultivated a sense of self-worth, drawing on personal strategies, supportive relationships, and community connections. The poster invites viewers to reflect with questions like: “Where do your beauty beliefs come from?” and “How do body-size assumptions show up in your learning spaces?” We will include a QR code that lets viewers share their thoughts anonymously, providing a safe space for them to express their feelings and experiences. Attendees will learn practical strategies for creating more inclusive spaces. These include media literacy, body-positive teaching, and policies that reduce stigma. The session helps educators support all learners, respect diverse bodies, and foster connection and belonging.

Presenter(s): Gul-e-Rana Mufti

Incorporating self-paced learning into traditional teaching offers flexibility and learner autonomy, and research shows it can promote deeper understanding and positive learning outcomes (Balentyne & Varga, 2016). However, it also presents significant challenges, including technological barriers, variability in students’ self-regulation, difficulties with time management, reduced accountability, and lower engagement (Mulenga & Shilongo, 2025). Without careful support, these issues can hinder students’ learning and make it difficult for instructors to monitor progress. This poster examines the practical challenges of implementing self-paced learning and outlines strategies to support students effectively. Drawing on research and teaching experience, it presents approaches such as clear and structured guidance, regular check-ins, instructor-led interventions, and technology support. These strategies can enhance engagement, support learner progress, and foster a sense of belonging for students in self-paced learning environments. Attendees will gain useful insights for applying these strategies effectively in their own teaching contexts.

Balentyne, P. & Varga, M.A. (2016). The effects of self-paced blended learning of Mathematics. Journal of Computers in Mathematics and Science Teaching, 35(3), 201-223. 

Mulenga, R., & Shilongo, H. (2025). Hybrid and blended learning models: Innovations, challenges, and future directions in education. Acta Pedagogia Asiana, 4(1), 1–13.

Presenter(s): Amber Archibald & Shari Caputo

This poster addresses how the faculty led field school in Nepal for BScN students aligns with human centered learning and pedagogies of belonging. We will examine the history of TRU’s collaboration with Dhulikhel Hospital in Nepal (TRU’s first international collaboration). Human centered learning is a central form of pedagogy in an international field school focused on health care. This was visible in students’ lightbulb moments connecting theory and practice during the field school. For example, students observed Nepali nursing students’ complete teaching and food preparation for toddlers during home visits. Students’ participation in a trash ‘challenge’ could empower community members to not litter. The students’ experiences always came back to being centered on humans and the need for belonging as healthcare workers. We will highlight how the pedagogy of experiential learning through cultural integration assists in the development of students to become community minded and culturally sensitive. A key theme that emerged from TRU students during the field school has been focusing on patient care in a new context such as an awareness of doing more with less (to decrease waste and patient charges for supplies) and developing communication and caring skills with people from a different culture where a language barrier also exists. Attendees will gain knowledge about the benefits for students who participate in international field schools in Nepal, centralizing on the pedagogy of human centered learning.

Presenter(s): Dorothy Booth

The Truth in, Truth and Reconciliation is more than a board game. It is an educational tool that uses an elaborate multiplayer setting that allows the participants to experience the challenges Canada’s Indigenous people endured with colonial policies and practices.

10:25 – 10:30

Transition to Concurrent Session #1

10:30 – 11:00 am (Concurrent Session #1)

Room: OM3612
Presenter(s): Natasha Ramroop Singh, Kate Verdurmen, & Presely Kitamura

In first-year biology courses, instructors increasingly observe reduced preparedness in foundational skills and a tendency toward surface learning strategies. This project explores the integration of artificial intelligence (AI) tools in the course BIOL 1110 (Principles of Biology I) to strengthen students’ conceptual understanding, digital literacy, and critical evaluation skills. 

Two undergraduate research assistants have collaborated in designing and implementing these activities, ensuring alignment with both course and institutional learning outcomes. The project emphasizes responsible and transparent AI use, helping students to critically assess the information produced by AI and allowing them to use AI as a tool to assist in understanding concepts as opposed to replacing their own writing and analytical skills. During this presentation, attendees will engage in a guided reflection exercise to identify strategies for balancing digital innovation with inclusive, relationship-centered pedagogy. This work highlights how deliberate, guided engagement with AI can advance both scientific understanding and critical thinking in first-year biology.

Room: OM3632
Presenter(s): Christine Miller

TRU has a rich history in regional programming and continues in our commitment to serving rural and remote communities within our service region. The UPrep department has been delivering upgrading opportunities at TRU satellite campuses and in Indigenous communities for many years. Students greatly benefit from being able to begin their educational journey in their home community, maintaining important connections and supports as they transition to being students. Students living in rural and remote areas often face different barriers and challenges than the “typical” TRU student. Join me for a short presentation on lessons learned from delivering programming in rural and remote communities and a discussion period for folks to share their experiences and questions.

Room: OM3732
Presenter(s): Dr. Oleksandr (Sasha) Kondraashov
Teams Link: Join the meeting now

When museums are bombed, archives destroyed, and elders pass without their stories recorded, how do we preserve culture? This presentation introduces the Ukrainian Roots Challenge—a 12-week video storytelling program designed as the first year of a 12-year cultural preservation journey, demonstrating pedagogical principles applicable far beyond Ukrainian contexts. The session will explore: (1) the theoretical foundation connecting participatory video creation to identity formation and cultural transmission; (2) the three-path design serving distinct learner populations (homeland Ukrainians documenting living culture, diaspora members reconnecting with heritage, and allies learning in solidarity) using shared themes with differentiated prompts; (3) the multi-level participation structure (15 seconds to 6 minutes) ensuring accessibility across ages, abilities, and comfort levels; and (4) the longitudinal 12-year spiral curriculum where identical themes deepen annually. Participants will engage in a brief prompt-based reflection activity demonstrating how simple questions unlock meaningful storytelling. Attendees will leave with: understanding of how video storytelling builds identity and community, practical strategies for designing multi-path learning experiences serving diverse populations, and frameworks for creating flexible participation structures that prioritize engagement over perfection.

Room: OM3782
Presenter(s): Dr. Sheba Rahim

This presentation explores the timeless wisdom offered by Mary Shelley in Frankenstein (1818) regarding the role of the scientist/student and the unbalanced pursuit of knowledge. Through tracing the rise and fall of Victor Frankenstein, a character cast as the noble-minded mad scientist, the text urges the reader to consider the repercussions of breaking boundaries and expanding repositories of knowledge without consultations with one’s peers and community. While Shelley encourages fierce independence of thought and the unquenchable human drive to excel and evolve through exploring uncharted intellectual territories, she simultaneously cautions against the dangers of sacrificing one’s wellbeing, and even sanity, when developing ideas in isolation. The novel emphatically relays that the fire of knowledge must be wielded with absolute care and harnessed in community and within complex networks of connections. Even the finest minds may succumb to hubris and create destructive technologies not intended for the greater good. This talk explores how human-centred pedagogical approaches should continue to promote collaborative activities which cultivate connectivity between students and the educator outside of the interface with digital screens. Shelley’s novel reminds us to not only embrace the mindset of hybridity and bravely invite the possibilities presented by new technologies, but to also strive to preserve what is organic and analog/not digital. Like Shelley’s unfortunate Creature/Monster, educational practices too can become a hybrid assemblage of parts–an admixture of what is modern, cutting edge, and technologically informed combined with traditional elements which are arguably still philosophically sound and conducive to growth.

Room: OM 3772

(#21) Putting People First in Assessment: Empowering Students as Co-Assessors
Presenter(s): Christina Hamaguchi
This presentation introduces Assessment as Learning, a human-centered approach that transforms assessment into an active learning experience. Rather than viewing assessment solely as a measure of performance, this practice positions students as assessors, empowering them to apply course concepts critically and collaboratively. By engaging students in evaluating a sample reflective paper written by the instructor, the process demystifies expectations, promotes transparency, and fosters a sense of collaboration. The session will begin with a brief overview of the notion of Assessment as Learning and its connection to human-centered pedagogy. Attendees will then explore the structure of the activity: students receive a sample paper and the marking rubric several weeks before their own assignment is due. Working in small groups, they grade the paper, identify strengths and areas for improvement, and provide feedback on the clarity of the rubric. This collaborative exercise culminates in a whole-class discussion, where students refine their understanding of course concepts and assessment criteria. Attendees will leave with practical strategies for implementing Assessment as Learning in their own contexts, gaining tools to make assessment transparent, participatory, and supportive of student growth.

(#14) Exploring Methods for Teaching Social Theories – The use of Service Management Theories for Tourism Education
Presenter(s): Kimberly Thomas-Francois & Diane Janes
This presentation will share findings from a study investigating effective pedagogical strategies for teaching social theories, specifically Service-Dominant Logic and the ServQual Model, in tourism education. These theories are essential for enabling students to critically analyze real-world tourism business scenarios, often through case studies. However, students frequently struggle to bridge the gap between understanding abstract theoretical concepts and applying them in practical contexts. The research explored approaches to support this transition, aiming to identify methods that enhance comprehension and application of theory within case-based learning. The findings provide insights into strategies that foster deeper learning and equip students to make sound, evidence-based recommendations for tourism business practices.

11:00 – 11:10 am

Transition to Concurrent Session #2

11:10 – 11:40 am (Concurrent Session #2)

Room: OM3612
Presenter(s): Carolyn Ives & Salli Carter

In an age when AI is reshaping how students engage with learning, assessment practices play a key role in either distancing learners or fostering connection and belonging. This interactive session explores how classroom assessment techniques (CATs) can be intentionally designed to support learner autonomy, dialogue, and community while remaining responsive to AI-rich learning environments (Angelo & Zakrajsek, 2024). The session will demonstrate three low-stakes, human-centred assessment techniques that help educators gauge student learning while strengthening reflection and shared meaning-making. Participants will experience each technique as learners, followed by brief facilitated discussions examining how formative assessment can shift classroom culture from performance and compliance toward partnership and process. Attention will be given to adapting these techniques across disciplines, class sizes, and delivery modes. By the end of the session, participants will leave with concrete, adaptable assessment strategies and practical ideas for using formative assessment to build trust, autonomy, and a sense of belonging in today’s classrooms.

Room: OM3632
Presenter(s): Tim Fitzjohn & Rebecca Sanford

While TRU does not have an official policy on the place of GenAI in teaching and learning, TRU has recently created a webpage dedicated to discussing and, arguably, encouraging the use of GenAI in course design, teaching, and assessment.  Further, that same page states that fully banning any use of GenAI in course related work is likely “not educationally sound.”  The focus of our presentation is to explore what we think is a tension between a human-centred approach to education and the ingress of technologies that present as supporting that very same approach.  From a relational perspective, the space of learning must be regarded as a human-to-human circuit, where educators not only present ideas in compelling ways but also work on cultivating the kind of character required to meaningfully understand and wrestle with those ideas.  We argue that these content-generating technologies are fundamentally antithetical to a human-centred process of learning to the extent that they make it seem like learning is merely the transaction of facts from the knower to the learner; these technologies obfuscate the relational component in education by standing by as the ever present and disembodied third party.  We contend that the move towards encouraging the use of GenAI is indicative of a problematic shift within education that is dehumanizing for both educators and students. In this presentation, we will explore the ways in which pushing back against the supposed inevitability of content-generating technologies in higher education is fundamental to putting people first and cultivating a sense of belonging.

Room: OM3732
Presenter(s): Brenna Clarke Gray & Rob Wielgoz
Teams Link: Join the meeting now

The Roots of Empathy program brings together an infant and their parent, a K-8 classroom, and a trained facilitator to give students an experiential education in social-emotional understanding, infant care, and empathetic perspective-taking, with the intention of developing pro-social behaviours and emotional regulation in the impacted classroom. Roots of Empathy babies meet their class nine times over the course of a school year, allowing the class to see them develop and grow in real time; this is supported by the facilitator’s pre- and post-baby vists, where the lesson of development (for both baby and class) is introduced and reinforced. In this presentation, Brenna and Rob will share their experiences and perspectives as RoE parent and facilitator, respectively, to explore the Roots of Empathy program. By the end of this presentation, participants will (1) understand the purpose of the Roots of Empathy program and the research supporting its use, (2) understand the value of this outreach in the school district, and (3) understand how involvement in the Roots of Empathy program has impacted Brenna and Rob’s professional practice at TRU.

Room: OM3782
Presenter(s): Tanya Pawliuk

How do peer mentorship programs centre student learning and cultivate experiences of belonging thereby facilitating transformative learning? In my study Consent Café Mentor Experiences and Impacts on their Identity I drew upon a transformative learning theoretical framework to understand the experience of Consent Café mentors who had shared anecdotally that their mentor work was a transformative experience for them. Using a narrative approach, I aimed to better understand through participants’ Consent Café stories and visual representations what “transformative” meant for them. Further, I aimed to understand whether what was being described by mentors was transformative learning or simply a good example of adult education practice. In this presentation, we will reflect on the findings of this study that show the Consent Café experience was overwhelmingly impactful and indeed provided a transformative learning experience because the mentors’ identities were changed through the learning process. Together we will use the findings to consider how pedagogies of belonging benefit adult learners. We will also consider opportunities to foster learning centred places of belonging, being and becoming in our own teaching practices and peer mentorship programs.

Room: OM 3772
Presenter(s): Jack Massalski

Adult learners, particularly in Adult Basic Education programs, often experience imposter syndrome, or persistent self-doubt despite evidence of competence, at disproportionately high rates. This phenomenon rarely receives explicit attention despite undermining academic achievement, help-seeking behavior, and overall student well-being. This hands-on presentation/workshop shares a classroom research approach to explicitly teaching ABE students about imposter syndrome. Participants will learn about: 1. defining and normalizing imposter syndrome through anonymous sharing that breaks isolation, 2. examining how imposter thoughts create anxiety cycles that impair learning, 3. teaching five concrete strategies to recognize and counter imposter thoughts, and 4. creating personalized action plans. The presentation begins with imposter syndrome explanation. Participants then experience the “Evidence Collection” activity as “learners.” The final segment provides guidance on adapting the approach for various contexts and leaves time for questions. Participants leave with concrete strategies for implementing explicit imposter syndrome instruction regardless of time constraints or course type.

11:40 – 11:50 am

Transition to Concurrent Session #3

11:50 – 12:20 am (Concurrent Session #3)

Room: OM3612
Presenter(s): Dr. Jeff Kent, Dr. Bodrun Nahar, & Shahab Behzadi

Hybrid teaching—where instructors teach in person while some students join remotely in the same class—has become a lasting feature of post-secondary education since COVID-19. Despite its prevalence, this dual-mode format remains pedagogically challenging and under-examined, particularly in quantitative disciplines such as accounting and finance. This presentation reports findings from a multi-method study of graduate-level MBA courses at a Canadian university, examining hybrid teaching from instructor, student, and administrative perspectives. Data include instructor reflective journals collected over two academic terms, anonymous student surveys, interviews with students and administrators, and aggregate course performance data. Using Cultural-Historical Activity Theory (CHAT), hybrid teaching is conceptualized as a dynamic system shaped by technology, institutional rules, classroom expectations, and participant roles. The analysis identifies recurring tensions, including reduced visibility for online students, concerns about assessment fairness, technology reliability, and increased instructor workload. Rather than evaluating a single intervention, the study shows how instructors adapt their practices over time to manage these challenges. The session offers practical, evidence-informed insights to support more inclusive, human-centred hybrid course design.

Room: OM3632
Presenter(s): Corinna Bartucci

Mentorship is central in work-integrated learning (WIL) programs, such as co-operative education (co-op), yet it is often seen as a one-way process where employers guide students. This research introduces a reciprocal mentoring perspective, highlighting how students and employers can both contribute to and benefit from mentoring relationships, supported by institutional scaffolding. The presentation will discuss mentorship within co-op contexts and outline how mentoring is commonly experienced by students and employers. It will introduce the theoretical foundation of the research and explain the use of mixed methods. It will describe key findings, summarizing themes discovered, as well as introduce the reciprocal mentoring model that was developed from this research. Recommendations for strategies to strengthen mentorship between students and employers will be presented. Attendees will learn: (1) what reciprocal mentoring is and what it can look like in WIL contexts; (2) how to recognize what supports or hinders reciprocity between students and employers; (3) how to apply a reciprocal mentoring model to enhance the quality and sustainability of mentoring relationships in WIL.

Room: OM 3732
Teams Link: Join the meeting now

Support for Creating Inclusive Digital Course Materials
Presenter(s): Melanie Latham & Jamie Drozda
This session aligns with the theme “Putting People First!” by focusing on human-centred, inclusive design as a core teaching practice. The Inclusive Digital Design website shared in our session aims to frame common digital tools as means for supporting care, connection, and positive learner experiences. This website will support educators in creating inclusive, people-first digital course materials and environments that reduce barriers and foster belonging among students.

What’s in a Name?’: The Not-so-subtle Significance of Calling Students by Their Names Every Class, Every Semester
Presenter(s): Dr. Jaskiran Tiwana
The practice of remembering students’ names in every class of every semester, and addressing them by their preferred names, whether while taking daily class attendance or during any class activity or interaction, is a powerful way of acknowledging students’ presence as well as identity, and creates a culture of mutual respect in the classroom. This simple practice can also lead to a sense of belonging amongst students where they feel that they belong to a shared space co-habited by their classmates and the instructor. The first and the most important marker of identity for any individual is their name, and by addressing people with their preferred names, one can reinforce their sense of self. This practice also fosters a culture of care and compassion as it shows intercultural understanding and acceptance.

Room: OM3782
Presenter(s): Danielle Collins, Marie Bartlett, Daniel Abdulai, ​​Jose Contreras Antequera, Jessica Obando Almache, & Kobe Shimoyama

This session showcases TRU Open Press, a three-year Integrated Strategic Planning (ISP) initiative that supported the development, publishing, and dissemination of a diverse collection of open educational resources (OER) created collaboratively with TRU faculty and students. These resources are used across TRU classrooms and beyond and span multiple disciplines, including Science, Health, Business, Arts and Humanities, and Interdisciplinary and Environmental Studies (full collection available at https://openpress.trubox.ca/). Central to the Open Press model is a human-centred, relational approach to open education. Faculty-led projects are supported through individualized consultation, publishing guidance, and technical infrastructure; many were co-authored with student researchers and co-produced with co-op students. This approach positions students as active partners in scholarly and pedagogical work rather than solely as content consumers, reflecting values of care, access, and belonging. The session begins with a brief overview of the Open Press initiative and project examples, followed by a facilitated discussion. Participants explore the adoption, adaptation, and sustainability of OERs in face-to-face, blended, and online learning environments; time is dedicated to practical questions about reuse, accessibility, and alignment with course outcomes. Participants will leave with concrete ideas for integrating OERs in ways that put people first in their teaching practice.

12:20 – 1:30 pm

Lunch in Atrium & Poster Session
1:25pm Transition to Concurrent Session #4

1:30 – 2:00 pm (Concurrent Session #4)

Room: OM3612
Presenter(s): Joe Dobson, Park Piao, Vineeta Chandekar, & Nika Gillings

Generative AI (GenAI) is now embedded in students’ learning, yet many are unsure what responsible use looks like across common academic tasks. In the Success Centre, a self-access graduate student support centre, we are responding to the opportunities and challenges of genAI. We will highlight some key initiatives related to genAI including: workshops, approaches in tutorials, a pedagogy and practice statement, and resources. With the rapid evolution of genAI, how we support students is critical, but there have been gaps. Furthermore, humanizing this is key as the graduate teaching assistants in the centre are learning and adapting in tangent to the peers they support. We will share insights from our workshops designed to centre student voice while providing structured, practical scaffolds for educational research work. This includes insights drawn from participant feedback and what students reported as most helpful (e.g., clearer boundaries, verification habits, and concrete task support) alongside persistent needs and confusions. This, in part, is a foundation for a planned series of GTA-led workshops. Our workshops and experience in tutorials will also help us refine our draft Pedagogy and Practice genAI Statement and resources. We will share our genAI Statement and workshop series plans as well as provide opportunity for feedback from attendees. Together, these initiatives are meant to help guide GTAs and students in tangent with faculty needs.

Room: OM3632
Presenter(s): Bhupinder Nagra, Christine Hamaguchi, & Jim Lomen

The School of Nursing Recruitment Committee approaches recruitment as the first pedagogical space in a student’s learning journey. We believe human-centered learning begins well before students enter the program through intentional relationship-building. This presentation will describe our human-centered recruitment approach, designed to engage diverse populations, reduce intimidation, and cultivate early belonging while attracting strong and motivated nursing students. The session will outline the structure and facilitation practices used by the recruitment team, including the design of recruitment experiences that prioritize connection, use welcoming language, and model inclusive, relational engagement. Examples include interactive recruitment activities that promote connection, storytelling, peer dialogue, and engagement with faculty and students. Participants will learn how recruitment events can be structured as psychologically safe spaces that normalize uncertainty, honor varied educational and life pathways, and emphasize people over efficiency, even in high-volume or time-limited contexts. The presentation will also describe strategies for sustainability, including repeatable session templates, shared leadership, low-commitment volunteer roles, student mentorship, and ongoing adaptation based on feedback and community needs.

Room: OM3732
Presenter(s): Lian Dumouchel
Teams Link: Join the meeting now

In TMGT 1150 (Tourism & Services Marketing), Lian Dumouchel used a TIIG-AI grant to redesign a content-heavy first-year course around a series of two-part “Marketing Challenges” that use AI in service of human learning. Working with a student research assistant, she co-developed templates, prompt sets, critique checklists, and facilitation guides. Part 1 (pre-class) uses the course’s custom GPT. Students complete a structured preparation exercise and submit a short reflection note. Part 2 (in class) shifts the cognitive load to people: students work in small groups to apply concepts using inputs created in Part 1, debate interpretations, critique AI-generated ideas, and justify decisions. This session will (1) demonstrate the two-part design in a condensed format, (2) highlight facilitation approaches that increase participation and belonging, (3) share early lessons from implementation, and (4) provide a take-home toolkit colleagues can adapt across disciplines. By the end of this session, participants will be able to:

  1. Identify strategies for integrating AI tools into course activities that prioritize human critical thinking and collaboration.
  2. Describe a two-part activity design (pre-class AI-supported preparation + in-class group application) that shifts class time toward discussion, sense-making, and shared decision-making.
  3. Select practical facilitation approaches with appropriate guardrails that help keep AI use learning-centred and inclusive.

Room: OM3782
Presenter(s): Melanie Reed

Many students want to experience what they are learning, yet facilitating experiential learning can be challenging in both classroom and online environments. Simulations are a well-established pedagogical tool for experiential learning; however, they often present barriers related to access, affordability, scalability, and student comfort with public participation. Artificial intelligence (AI) tools offer an accessible, low-stakes alternative that allows all students to engage in iterative, experimental, and creative exploration of realistic, human-like scenarios. This presentation demonstrates how AI-supported simulations can be designed to enhance experiential learning in both in-person and online courses. Drawing on examples from Labour Relations courses, the session will showcase AI-based debates, role-play and scenario simulations that support skill development, critical thinking, and reflective learning. Sample prompts and assignment designs will be shared, with an emphasis on adapting the approach across disciplines. The session is structured as follows: a brief overview of the pedagogical rationale for AI simulations, a live demonstration of an AI-based simulation, examples of assessment and assignment integration, and a short, hands-on simulation activity for participants. By the end of the session, participants will be able to identify effective uses of AI simulations for experiential learning, design adaptable simulation prompts for their own courses, and consider strategies for integrating AI-supported simulations into assignments and assessments.

2:00 – 2:10 pm

Transition to Concurrent Session #5

2:10 – 2:40 pm (Concurrent Session #5)

Room: OM3612
Presenter(s): Salli Carter

As generative AI tools become increasingly embedded in student learning, unclear expectations around AI use can create confusion, anxiety, and inconsistent practices for both students and instructors. This interactive presentation introduces a pedagogically grounded approach to designing clear AI course guidelines that prioritize learning, transparency, and shared responsibility across disciplines. The session presents the red/yellow/green model as a way of thinking about student AI use rather than a prescriptive policy. Faculty participants will be guided through common patterns of student AI engagement, discipline-specific considerations, and examples of guideline language aligned with learning outcomes and academic integrity expectations. Brief reflective prompts are intentionally woven throughout the presentation, inviting participants to consider how AI use currently shows up in their courses and how clearer guidelines can support both learning and trust. By the end of the session, participants will leave with a clear understanding of how the red/yellow/green framework can support human-centered AI guidelines, practical language for discussing responsible AI use with students, and optional templates that can be adapted for syllabi, assignment descriptions, and learning platforms. Together, these elements position AI guidelines as a tool for fostering clarity, belonging, and shared responsibility in AI-rich learning environments.

Room: OM3632
Presenter(s): Dr. Yaou Hu

This presentation shares a student-centred teaching practice that integrates a validated four-dimensional tourist intercultural competence scale (intercultural responsibility, understanding, appreciation, action) into tourism education, grounded in experiential learning and guided by the CARD model (Context-Action-Reflection-Discussion). The session structure aligns with the CARD framework: first, contextualizing the scale’s core research insights to highlight the value of intercultural competence; second, engaging students in three experiential activities (role-play with observers, charade game, group-based role-play) to apply the four dimensions; third, guiding individual and peer reflection on how students’ experiences map to these research constructs; fourth, facilitating class discussion to connect practice to real-world scenarios. Interactive elements include learning-based games, activities, structured reflection prompts and collaborative debriefs. Attendees will explore how the CARD model can bridge research with experiential learning, exchange ideas for fostering reflective practice in education, and discover practical ways to link theoretical constructs to student-centred, hands-on activities.

Room: OM3732
Presenter(s): Shahzad Yazdanpanah, Shadi Noohikashani, & Dr. Alana Hoare
Teams Link: Join the meeting now

This presentation shares findings from a duoethnographic study exploring how Speech-to-Text (STT) technology shapes engagement, participation, and belonging for non-native and hard-of-hearing university students. Grounded in dialogic inquiry, the study combines the experiences of two international graduate students: one hard-of-hearing and one with an audiology background. Rather than framing STT as purely technical, the research examines accessibility as an emotional, relational, and contextual experience in everyday classrooms. The presentation is organized in four parts: (1) an introduction to duoethnography and researcher positionalities; (2) tensions between institutional accessibility policies and classroom experiences; (3) emergent themes, including identity shifts, changing perceptions of STT, emotional impacts, agency, and inclusion; and (4) implications for inclusive teaching. An interactive activity invites participants to examine how accessibility technologies are framed in their own contexts and how students’ experiences shape use. By centring lived experience, the session reframes accessibility as a shared, relational practice.

Room: OM3782
Presenter(s): Dr. Trent Tucker

In their book Ludic Pedagogy: A Seriously Fun Way to Teach authors (Sharon Lauricella and T. Keith Edmunds) describe a pedagogical approach based upon four elements that are hard to find in university classroom: fun, play, playfulness, and positivity. Ludic comes from the Latin “ludere” – to play – and as the authors note: “this pedagogical model was designed to reintroduce the joy of discovery into learning.” But how? Well come to this presentation and find out! For the first third of our time together, I’ll share my journey in developing ludic elements for the courses I teach. I made a deliberate choice a couple years ago to add a ludic element first to every new topic, then to every other class, then I challenged myself to add one to every class – still not there – but lots of ideas & approaches to share. With that inspiration, we’ll move into a short design sprint to help attendees embark upon their own ludic journey for the courses & subject areas they teach. My goal is to have everyone leave with at least one inspiring ludic pedagogy idea they can develop further and take into their classroom later in the term.

2:40 – 2:50 pm

Transition to Concurrent Session #6

2:50 – 3:20 pm (Concurrent Session #6)

Room: OM3612
Presenter(s): Gloria Ramirez, PhD, Professor & Oscar Gómez

Creating truly intercultural learning environments remains an aspiration—an educational dream that is easy to name but difficult to realize. In this joint presentation, Dr. Óscar Gómez (Universidad Nacional de Colombia) and Dr. Gloria Ramírez (TRU) share grounded lessons from their COIL collaboration linking TRU M.Ed. students—representing 11 countries—with Political Science students in Bogotá, Colombia. Across four COIL classes, students engaged in topics such as research paradigms, trustworthiness, critical discourse analysis, and mixed methods. Initial sessions highlighted the challenges of intercultural learning including struggles to achieve meaningful integration during class and interactions outside of class.  Linguistic differences, time zone disparities, inadequate technology, and virtual participation challenges created imbalances.  These experiences revealed what it takes to move from the dream of intercultural learning to the complexities of its reality—not to discourage the dream, but to illuminate the supports needed to reach it. Participants will engage in short dialogues. We end the session with an invitation to continue dreaming of intercultural learning spaces.

Room: OM3632
Presenter(s): Anzoa Madelene Kajusa, & Dr. Tom Waldichuk

The Regional Geography of South Sudan was part of my undergraduate directed studies. I worked with Professor Tom Waldichuk, who is a professor in the Department of Geography and Environmental Studies at TRU. This work explores South Sudan as a distant place, using organizing concepts from regional geography, human geography, feminist geography, the sociological perspective, and cross-cultural interactions. This was my first research project, completed in the last year of my undergraduate degree, and I wanted to do something about my culture and about South Sudan. This work is very curriculum-based, human-centred, and incorporates South Sudanese pedagogies to give voice to South Sudanese people living in Canada. I have grade 5 and grade 12 course outlines and curricula on this topic. I think these courses can be developed further and maybe even to the university level. This work is really about changing the curriculum here in Canada and how we view places in Africa and a few places in the global south, and it’s about raising awareness and how we see the world, so that we see that we are more globally connected than we think.

Room: OM3782
Presenter(s): Murray Sholty, LLM, MBA, JD

The presentation, “From Logger to Law Professor: Leveraging Diverse Professional Experience – “Learn by Doing””, will outline a pedagogical framework that bridges academic law with practice-based professional learning. By drawing on a non-traditional background, I create an immersive, experiential environment for law and business students. The “learn by doing” approach integrates case studies, practical simulations, and reflective practice into courses. This moves beyond theoretical discussion by requiring students to perform essential skills. The session will detail how to structure a class around practical application. We will discuss methods for transforming personal and professional experience into valuable teaching material. Attendees will participate in a brief, simulated negotiation exercise based on a scenario, followed by a guided discussion on debriefing such exercises effectively in a classroom setting. Participants will leave with practical tools to integrate experiential learning into their curricula, understand how to leverage personal/professional histories for pedagogical value, and learn techniques for fostering competent, practice-ready graduates.

3:20 – 3:40 pm

Afternoon Snack Break (OM3732)

3:35 pm

Transition to Fireside Panel

3:40 – 4:30 pm

Room: OM3732
Presenter(s): Liesel Knaack, Lorry-Ann Austin, Michelle Harrison, Carolyn Ives, & Naowarat (Ann) Cheeptham
Teams Link: Join the meeting now

Fireside Panel, Final Remarks & Collocquium Close