Presented by: Carlton Osakwe, Irene Shankar, Leah Hamilton, Maki Motapanyane, Richard Hayman, Roberta Lexier
Facilitated by: Marva Ferguson
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
Facilitated by: Ana Colina
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)
Facilitated by: Christina Tortorelli
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
Facilitated by: Yuhuan Wang
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.