The retreat program may change as we get closer to the date based on presenters’ schedules.
Speakers: Speakers to be confirmed.
Location: Gold Room
Presented by: Carlton Osakwe, Irene Shankar, Leah Hamilton, Maki Motapanyane, Richard Hayman, Roberta Lexier
This panel brings together faculty members from across the university to discuss how to make the most of your sabbatical leave. First, we’ll discuss why you should consider taking a sabbatical and some tips for writing your sabbatical application. We’ll answer questions such as: how do I choose between 6 and 12 months, should I stay in Calgary or go away, how do I plan financially for a sabbatical, and how many deliverables should I include in my application. Next, we’ll provide strategies for getting the most out of your sabbatical. We’ll discuss preparing for your sabbatical, balancing both work and rejuvenation, time management, and learning to say no. We’ll end with some suggestions for how to have a smooth transition after your sabbatical. We’ll cover topics such as how to maintain balance after you return to campus, and when to start planning for your next sabbatical.
Presented by: Amy Van Deurzen and Mirjam Knapik
Universities are helpfully a place where students are exposed to material that invites strong reactions. Such emotionally engaging experiences create powerful learning opportunities. In some programs faculty have been tasked with considering “trigger warnings” for their students and knowing how to respond when a student becomes distressed. We will present a model for understanding trauma based reactions. We will also identify how this differs from the kind of reactions that faculty long for: full engagement and moments of disgust, horror, awe, and insight. Join this session to understand the distinction between distress and a trauma response. We will engage participants in exploring the responsibilities faculty might have for preparing students for disturbing content and the options available for responding to student distress. We will also consider what responsibilities students have to assess their capacity to engage with disturbing material, manage their responses, and understand their options.
Presented by: Katrin Becker and Karim Youssef
Room: Champion (2nd Floor)
A dozen years ago Andrew Churches published a revised version of Bloom’s Taxonomy that included digital technologies. It was a bold effort, however it highlighted some common, but fundamental misunderstandings about the nature of digital technology. While Churches’ work is a good start, it misses the mark in a number of ways that reveals a misapprehension of the role of technology in learning.
While human brains may not have changed, technology certainly has. Around the turn of this century, “Google” became a verb, and computing devices started a precipitous trend toward becoming ever smaller, mobile, pervasive, interconnected, and always on. As a result, communication and media in general, and social media in particular, have changed in some fundamental ways. What implications, if any should this have for Bloom’s Taxonomy?
This panel hopes to take a fresh look at how we might modernize Bloom’s classic taxonomy to recognize the ways in which teaching and learning have changed.
Presented by: Andrea Phillipson, John Cheeseman, Luciano da Rosa dos Santos, Shannon Kell, and Tiffany Hansen
Classrooms, laboratories, studios and other informal venues where teaching and learning takes place have tremendous impact on students and faculty. Ranging from learning outcomes to well-being, these impacts must be taken into consideration when higher education institutions build learning spaces. As such, it is paramount that attention is given to how such learning spaces are designed, equipped, supported, used, and evaluated. Join us in a discussion of the many intersections that are at play when conceptualizing learning spaces.
Presented by: Meg Wilcox, Sally Haney, and Sean Holman
This panel-workshop will discuss how academics at Mount Royal University can popularize and publicize their research in the news media, with the goal of better positioning themselves as public intellectuals. Participants will be invited to bring to the workshop an idea, conference presentation, or journal article they want to share with a broader and bigger audience. Topics discussed will include how to identify the narratives in that research, produce an op-ed or research snapshot based on those narratives, and pitch to editors at major provincial, national, and international news outlets, such as The Conversation.
Your workshop presenters believe this kind of knowledge transfer and dissemination have never been more important. The research conducted at post-secondary educational institutions is vital to identifying and solving some of the most pressing problems of our time, whether societal, political, or environmental. Yet, too often, that research is ignored by journalists, politicians, and bureaucrats. This workshop will provide participants with the tools to make their research an essential part of public and policy conversations.
Presented by: Janet Arnold, Juliana Walker, Maureen Hewlett, and Pat Pardo
Room: Champion (2nd Floor)
“Post-secondary education is the gateway to the workplace and community for most Canadians. It is essential that post-secondary education be accessible to all members of our community, including persons with disabilities. Historically, persons with disabilities have not been able to participate fully in post-secondary education. The method of ensuring that persons with disabilities have equal access to post-secondary education is through a process called accommodation” (from the Alberta Human Rights Commission Duty to Accommodate Students with Disabilities interpretive bulletin).
This information session focuses on the partnership between faculty and Access Advisors in the academic accommodation process. Participants will discuss the accommodation process established under Policy 517, Academic Accommodation for Students Experiencing Disabilities, and the rights and responsibilities of stakeholders given that framework. Ways to create and support collaborative academic accommodation processes for both the classroom and examination environments will be explored.
Presented by: Ken Badley
When professors plan courses, we typically—and rightly—consider such matters as learning theories, the canons, accepted tests, and conceptual hierarchy of our academic discipline, the desired learning outcomes of our course, the mission of the department and the university, assessment, and students’ prior knowledge and social conditions. We view course planning through all these lenses but in most cases we do not view course planning through an aesthetic or design lens. This presentation distinguishes course design from course planning and it addresses how framing planning as a design task improves and simplifies the planning process. The presentation proposes a course-design approach based on ten principles from the best-known works of architect Christopher Alexander (in A Pattern Language and The Timeless Way of Building). This approach does not add additional pressure to the professor’s typical list of burdens. It does not conflict with other concerns that professors may consider in our planning (such as academic accommodations, learning styles, assistive technologies, differentiated instruction, co-operative learning, backward design, inquiry learning, etc.). It streamlines rather than complicates the tasks we already must complete. By reminding us that we are designers, not simply planners, this model has the potential to heighten our sense of craft and professionalism.
Presented by: Bev Mathison
Consciously focusing on, even periodically, life-affirming moments is not only significant for our own personal and professional well-being, but for those of us who teach, guide, or work with students who [ideally] look to us as guides, role models, teachers, and mentors, a sense of flourishing takes on an added dimension. By the same token, through the ‘ripple effect’, we hold potential to point our colleagues and co-workers in the same direction, thereby contributing to an overall sense of optimism and hope.
Presented by: Nancy-Angel Doetzel
Active Teaching and Learning is becoming a fresh approach to education at Mount Royal University, since the introduction of the Active Learning Center. Applying student-centered instructional strategies, such as team-based learning pedagogy can transform a traditional educational experience Research suggests this approach to education shifts away from lecture-based pedagogies. Some key findings indicate that students in Active Learning Classrooms outperform their peers in traditional classrooms; exceed their own grade expectations; report having significant student learning gains over using a lecture-based approach; appreciate experiencing more face-to-face learning time in the class room. After having taught Mass Communications in the Mount Royal University Active Learning Center, the presenter will discuss her experiences with this approach to teaching and learning. It is hoped that a rich discussion on the pros and cons of this non-lecture-based pedagogy will take place.
Presented by: Rafik Kurji & Tashfeen Hussain
The presentation will focus on how social media and fake news are impacting financial markets, and how these attributes are adding new dimensions to financial markets and systems. Since early 2000, social media has revolutionized how information is transmitted and received. Social media has become of immense importance to individuals, corporations and financial market participants. To a “firm”, social media can be a low-cost, highly effective mechanism to communicate financial information to investors. Investors, can follow the financial discussions that occur in social media, and get the sense regarding the “wisdom of the crowd”. Considering all this, in April 2013, the Securities and Exchange Commission (SEC) issued a new regulation permitting firms to use social media to communicate financial information to investors. This regulation has been regarded as one of the most influential regulations in terms of the role that information can play in moving markets. We will address two fundamental questions related to this regulation. First, does the stock price of a company respond to its own tweeting? Second, does tweeting by market participants (not the firm) impact stock prices? “Fake News” a recent phenomenon, is rocking the world. Facebook estimates that fake news stories about the 2016 U.S Presidential election reached over 126 million people. The financial world is not immune from this either. On April 2017, SEC cracked down several fake stock promotion news articles. These news articles provided a fake bullish picture about public companies. Promoters of these articles were compensated by companies to write fake news stories. Most of these fake stories appeared and distributed on the website called “Seeking Alpha”, one of the largest social media websites for financial markets. We will concentrate on whether fake news articles move the market and receive investors’ attention. Social media is here to stay. As the world moves towards faster methods of communication, social media is expected to play an increasingly bigger role in disseminating information. Therefore, how social media influences financial markets is a very timely and important topic of discussion. I this presentation we aim to develop a comprehensive understanding regarding this issue.
Presented by: Katrin Becker
Some years ago I accepted a teaching assignment for a course I first taught in 1982. I hadn’t taught that course in years so I looked at the most recently used syllabus, and a sea-change began. That 2012 syllabus looked almost identical to the syllabus I had used 30 years ago – right down to the textbook*. It put the unquestioning sameness of our pedagogy into sharp focus for me, and prompted me to begin to reevaluate absolutely everything I was doing. It occurred to me that we don’t question our own methods and motives nearly often enough, or honestly enough. For example: What is the true purpose of and benefit for high-stakes, closed book final exams? What do our tests REALLY test? Is it what we have determined is most important? Are they really objective? What purpose do hard deadlines serve? Who do they benefit most? In what way does what I am doing facilitate learning or understanding? Which of my teaching strategies actually interfere with what I need my students to learn? Just because we have been doing something a certain way for decades does not mean it is the best way, or even a good way to do something. On the other hand, leaping onto every new bandwagon that comes along does not make you a better teacher. This session will attempt to prompt some serious self-reflection and lively discussion on what we do, why we do it, and what it’s good for. *Same author, new edition.
Presented by: Karen Manarin
Building a better U involves taking action to encourage our students to read in ways appropriate for our disciplines. In this presentation I briefly outline some of the barriers involved, including underprepared students, unclear expectations, and conflicted faculty, before describing findings from a research study where 32 faculty members from different institutions completed an online survey and 14 were interviewed about their attitudes towards reading and reading compliance. These faculty members teach undergraduates and graduate students in very different disciplines, from music and literature through science and business, but they are united in their concern that students do not read effectively. Their attitudes towards reading compliance, however, vary as do their descriptions of what successful reading looks like in their particular contexts. However, most participants do not tell their students what successful reading looks like. In the second half of the session, I ask participants to reflect on the types of reading they want their students to do and whether their assessment practices support or hinder reading.
Presented by: Alice Swabey and Jessie Loyer
As the “new library smell” begins to fade on the Riddell Library and Learning Centre, we have begun to reflect on how things have gone and where we are headed with MRU’s library facilities and services. This building was intended to be a hub for teaching and learning – has it lived up to our expectations? Our session will explore how students and faculty are experiencing the RLLC in its first year, along with our successes, lessons learned, and areas for improvement we have encountered so far in the building. Participants will have a chance to share their own experiences teaching, learning, and working in the RLLC.
Presentation Requests/Setup: We will need a projector and screen.
Presented by: Frances Widdowson
In a recent newspaper article, Dr. Mark Mercer, the President of the Society for Academic Freedom and Scholarship (SAFS), asserted that a “culture of celebration” is becoming more common on Canadian university campuses. Unlike a “culture of disputation”, where critical inquiry and open discussion are encouraged, a “culture of celebration” assumes that people should be “confirmed and strengthened in their identities”. This impedes open inquiry, according to Mercer, as disputing how people perceive themselves could be seen as disrespectful, or even an attempt to invalidate their humanity. This presentation will outline the extent to which a “culture of celebration” has developed at Mount Royal University. Using a number of examples, it will be shown how demands to celebrate various identities can have a negative impact on the acquisition of knowledge and the development of theoretical understanding. This is because openly exploring certain research questions has the potential to challenge the assumptions of the political demands of certain identity groups. Academics who don’t come up with findings that support the political aspirations of these groups will be condemned for being a supporter of oppression. This leads many academics to steer clear of these contentious areas, and to abandon their study to activist groups that do not strive for objectivity.
Presented by: Katrin Becker
Love rubrics? They are expected now for virtually everything. But, how useful are they, really? Where’s the evidence that they actually improve learning? Creating a good rubric is hard. Many people don’t write their own, instead copying and pasting ones written by others. Wiggins founded the concept of rubrics for assessment. In 2013, he wrote, “Alas, as I wrote in my last post, as with other good ideas, there has been some stupidification of this tool. I have seen unwise use of rubrics and countless poorly-written ones: invalid criteria, unclear descriptors, lack of parallelism across scores, etc. But the most basic error is the use of rubrics without models. Without models to validate and ground them, rubrics are too vague and nowhere near as helpful to students as they might be.” I can create a good rubric for most programming assignments. Why? Because I’ve seen 1,000’s of solutions. Can I do that for a brand new assignment I’ve never done before? Heck no! The rubric is a summary that generalizes from lots of samples. If you don’t have those samples, you can’t create a valid rubric. This presentation provides an overview of rubrics, and invite participants to share their experiences.
Presented by: Sinc MacRae, Professional Standards and Ethics Committee
The empirical question whether someone is offended by someone else’s words or actions is distinct from the evaluative question whether they should be offended. How should we distinguish offense from wrongful offense? Why is tolerance a virtue? What are the proper limits of tolerance? What does it mean to have self-respect and respect for others? How is this different than having self-esteem and esteeming others? How should the answers to these questions bear on the civil discourse and social interactions of members of a university? Join us for what I hope will be an illuminating and timely enquiry and discussion.
Presented by: Allison Dube and Deb Bennett
In this session we will begin a dialogue about adult caregiving. We will explore surviving this role and the numerous demands associated with it.
Many of us find ourselves caring for adults in our lives. For some it is aging parents, for some it is significant others or adult children. There are times when we are prepared for the demands of caregiving, and then there are the times we feel as if nothing could prepare us for what we need to deal with.
The intensity and impact of caregiving can be surprising and exhausting. It can defy imagination and the ability to cope with the emotional and physical impact. The balancing act of working, caring for others and caring for ourselves can present challenges with few answers. The tendency to not talk with others about our caregiving and its impact, adds to the difficulty of dealing with the many demands and losses associated with this role.
Our time together during this session will be a space where we can discuss the caregiving role, support one another, brainstorm coping and affirm surviving. Caregiving can present in our lives in various forms and at any point in time. The toll this important role can take is often unacknowledged. Caretakers can ignore their own needs and wellness, they can become isolated and disregard the losses they are experiencing. Having a conversation and sharing our stories is the first step…
Presented by: Helena Myllykoski
Given the determination of a public health crisis surrounding addiction and, in particular, alarming statistical indicators concerning deaths associated with opioid addiction, the need to more fully understand addiction is evident. As a community, we can make a difference to the epidemic and to individuals we encounter struggling with the illness of addiction through garnering an up to date understanding of the brain changes evident in the addiction progression. While the science of addiction is developing, social policy and attitudes often lag behind bolstering stigmatization and challenging access to treatment. In the context of the legalization of marijuana for recreational purposes concurrent with historical evidence of problematic opioid prescription and use, mental health professionals are more than ever eager to foster an environment of informed decision making concerning these mind altering drugs and medications. Ongoing development of a greater understanding of addiction is part of a solution to a complex social and personal health problem that sooner or later, can affect us all.
Presented by: Shelley Fried
Room: Champion (2nd Floor)
High cognitive effort, learner – centered pedagogy and problem solving are all part of the Teaching Games for Understanding (TGfU) pedagogy that can assist any educator in any situation. Brown, Roediger III & McDaniel (2014) describe how interleaving, varied practices and difficult learning are the keys to making it stick; “Learning is deeper and more durable when it’s effortful” (p. 3). TGfU pedagogy, founded on constructivism, illustrates their quote by using the challenge of problem solving, and the randomness of the games to require learners to make a concentrated effort to understand and solve the challenge in the game. In this workshop, you can learn about the TGfU pedagogy and will participate in games to help your own understanding of how important games are to learning. Using games with intention can be a part of anyone’s teaching practice and not just limited to physical education teachers. You will be an active participant in the games (skill doesn’t matter).
Presented by: Linda Kongnetiman and Marva J Ferguson
Room: Champion (2nd floor)
As participants and facilitators at the conference, we will present on The Complexities of Care-Giving from Afar specific to the experiences of immigrants and refugees. While countries like Canada assist in the integration of immigrants and refugees, there are several unknown factors that contribute to the realities of this sector of the population, as they navigate the social systems so as to make a decent living, and achieve their intended goals. Professionals, practitioners, policy makers and social workers need to understand that for immigrants and refugees, family extend beyond borders, and that most individuals are “sandwiched” in care-giving roles for their families in Canada and their home countries. This presentation will discuss the complexities of care giving and resiliency in the Caribbean community. It will utilize real life experience, anecdotal and research information on the area of study. The presentation will begin to examine the perspectives of Caribbean people who continue to maintain work life balance when care-giving from afar.
Presented by: Janet Miller, Jodi Nickel, Ruth Seltner and Yasmin Dean
Based on anonymized data from interviews with over 20 department chairs, this presentation aims to understand factors that help/or hinder resilience in leadership. Participants described their feelings of success as leaders when they were able to support program development and advance new initiatives. Participants also shared feelings of frustration as a result of internal conflict within their departments and the limited scope of the Chair’s influence in light of broader university policy. Related to resilience, participants described the strategies that helped them to manage personal and professional stress and address departmental issues. By analysing the stories of these academic leaders, the research team has identified recommendations for individuals, departments, faculties and university administrative teams to promote success and wellness. These recommended strategies have the potential to create increased capacity in leadership and to encourage thoughtful succession planning.
Presented by: Bob Uttl, Frances Widdowson, Gerry Cross, Peter Zizler, and Shawn England
In 2016, a loosely organized group called the Rational Space Network was formed. MRU faculty have joined the network because they agree with the principles outlined in a “Rational Space Declaration”, which asserts that MRU should “be a space for free inquiry, robust debate and critical thinking”. Over the last two years, the network has grown as MRU faculty members have become increasingly aware of the need to promote freedom of speech and academic freedom on campus. This led the group to become involved in a number of initiatives in 2018-2019 – the creation of a twitter feed (https://twitter.com/SpaceRational), a facebook account (https://www.facebook.com/rationalspacenetwork/) and a YouTube channel (https://www.youtube.com/channel/UC37dWE2KLCCy_tsKFiCkyug). It also organized a Critical Thinking Series, which held a number of events that discussed contentious questions in a rigorous fashion by using a framework proposed by Stephen Brookfield.
In this group presentation, a few members of the Rational Space Network will discuss the reasons why they joined the network, and the opportunities and challenges that membership has entailed. Some of the topics discussed will include the impediments to speaking candidly at MRU, the threats to free speech and academic freedom on university campuses, and the difficulties of organizing a group that holds very different political viewpoints.
Presented by: Christopher Thomas and Kalen Keavey
As suggested by cultural theorist Johan Huizinga in his book Homo Ludens (1955), “all play means something”. Educators have investigated the links between learning and play for quite some time. One approach to integrating play into learning is the concept of “meaningful play”. Meaningful play is defined as the intentioned design of games or activities to accomplish learning. Over the last two decades, this has become more prevalent through such ideas, as game-based learning, gamification and, more recently as gameful design.
Librarians, as educators and involved in learning and teaching, are also experimenting with different ways to engage in “meaningful play” with their students. As a librarian and game researcher, I am always looking for games that capture meaningful play with information literacy. One such game, is “Sources”, Carleton University’s remixed version of the original UK designed card game.
In this workshop, you will have the opportunity to play the card game “Sources”. Following this, we’ll have an engaging discussion on the design and gameplay of “Sources” as well as the usefulness and appropriateness of meaningful play in the classroom.
Presented by: Andrea Kennedy, Doreen Spence, Jillian Bear Chief, Katharine McGowan, Mohamed El-Hussein, Roy Bear Chief
This round table represents a team of Elders, researchers and practitioner/students who contributed to the creation of the Kimma Pi Pitsin interactive course development tool (Articulate Storyline 3) . This tool represents a living tool to help faculty, staff, students and a general audience engage with certain Blackfoot and Cree teachings surrounding our shared home, and our shared goal of creating a resilient community here at Mount Royal University and beyond. The interactive course development tool emerged as a result of an inter-generational, inter-nation project, bringing together two generations of Siksika, Cree, Métis and settler changemakers, and will be launched to a wide audience during the round table discussion.
Through a deconstruction of how this tool came to be, this round table will address important questions pressing Mount Royal University Faculty, including Indigenization, community-engaged scholarship and knowledge mobilization.
The round table participants will discuss the tool’s origin, including the respectful engagement of Elders, traditional Western academic research, and the blending of new technology with established ways of doing, knowing and being. Contributors will explore several structural decisions represented on the tool itself, including the Seven Sacred Teachings, Kimma Pi Pitsin and A Tso Tsi Ka Ki Maan, as well as the overall project’s relationship to wider trends/conversations around Changemaking, Indigenizing the Academy (at Mount Royal and across Canada) and the Truth and Reconciliation Commission’s (2015) Calls to Action.
Through collaborative storytelling and with the aid of the interactive course development tool design and audio-recordings, round table contributors will discuss this project’s process, including key inflection points and tensions (between epistemologies, research expectations, and institutional structures), with an eye to contributing to the wise practice of Mount Royal academics engaging in community-informed scholarship, and Indigenous related projects.
Contributors, especially Elder Roy Bear Chief (Siksika) and Grandmother Doreen Spence (Saddle Lake) will explore the importance of learning foundational concepts and terms, and how these scale up to epistemologies and philosophies. Ergo, this round table will be beneficial to those faculty interested but still unsure about their role in Indigenization, and those already deeply engaged in Indigenizing their curricula and research practice.
Presented by: Andrea Phillipson, Christian Cook, Erika Smith, Gabrielle Lindstrom, Liza Choi, Miriam Carey, and Simon Magennis
What is transformative learning and how does it apply to our teaching and scholarship? In this session, faculty members participating in two distinct but connected year-long Faculty Learning Communities (FLCs) on transformative learning will share their experience grappling with key concepts and characteristics of transformation and what it means for their scholarship and teaching today. Presenters from the transformative learning FLCs will consider two main areas of interest: 1) leadership and 2) social justice. This session will highlight key readings and aspects from the literature in ways that are linked to concrete elements of praxis for university teaching and learning. Discussion as a group will engage participants and focus on comparing and contrasting overlapping and/or distinct ways in which transformative learning theory and practice relates to our work as individuals and how we might effect change in the wider university.
Presented by: Anna Nuhn, Francine May, Jacqueline Musabende, Kenna Olsen, Kerry Harmer, Matt Laidlow, and Tanya Stogre
Come and listen to faculty and the Library’s Visualization and Maker Studio specialists as they share experiences and lessons learned from incorporating the Library’s new spaces into curriculum. The discussion will focus on the use of immersive 360-degree presentations, virtual reality and maker technology to support innovative teaching, deep learning, and scholarship.
Presented by: Alana Gieck, Archie McLean, Karen Owen, and Meg Wilcox
Room: Champion (2nd floor)
Podcasting’s increasing popularity is causing a shift in what were once considered traditional circles of conversation: now, more than ever, the medium is allowing more people to produce and publish their stories and their perspectives online. This panel will explore the evolving interaction between podcasting and public broadcasting, as well as the context and trends behind the most popular podcasting series in the United States and Canada from Serial to Joe Rogan to CBC’s Finding Cleo. We’ll then turn to podcasting in the classroom: how can instructors better integrate podcasts as class resources and what are the possibilities for using podcasts as meaningful resources for Indigenizing class content? Finally, we will discuss emerging best practices for professors looking to have students produce their own class-based podcasts or for starting their own.
The retreat program may change as we get closer to the date based on presenters’ schedules.
ARRIVAL AND COFFEE – 8:30 – 9:00AM – Convention Lobby
KEYNOTE 9:00-10:30 – Diverse Cultures and Community Impact (Gold Room)
COFFEE BREAK 10:30-10:45
SESSION I – 10:45-11:45 (60 minutes)
*15 minutes to allow time for room check in and session wrap up if needed*
LUNCH 12:00 – 1:00 in the Rockies Dining Room
SESSION II – 1:00 – 2:30 (90 minutes)
COFFEE BREAK 2:30 – 2:45 – Convention Lobby
SESSION III – 2:45 – 3:15 (30 minutes)
SESSION IV – 3:20 – 3:50 (30 minutes)
COFFEE BREAK 3:50 – 4:00 – Convention Lobby
SESSION V – 4:00 – 5:00 (60 minutes)
GROUP PHOTO 5:00 – 5:10PM at the Pond
FUN STUFF – Meet up at 5:10 after photo
Yoga and Mindfulness in the Mountains: Maurie Maclennan. Meet up in the Champion Room at 5:10pm (session will be held in this room in the case of inclement weather).
Hiking: Paul Johnson. Meet up in the Conference Foyer at 5:10pm.
DINNER BANQUET 7:00pm Gold Room
EVENING ACTIVITIES – PARTY AND DANCE 8:30pm – 1:00am
Music, Dancing, Name that Tune and Karaoke – Gold Room
Self-directed – Explorer Room (bring your own board games – space provided)
BREAKFAST 8:30-10:00 Gold Room
Faculty Lightning Talks 9:00-10:00 – Getting to know your colleagues
BREAK 10:00 – 10:30 is checkout – Please take this time to check out of your room. A space will be provided for luggage storage – see signage at registration table.
SESSION VI – 10:30 – 11:30 (60 minutes) Day 2
LUNCH 11:30 – 12:30 Lunch in the Rockies Dining Room
SESSION VII – 12:30 – 1:30 (60 minutes) Day 2