Session II – 1:00 – 2:30 (90 minutes) – Day 1

Going Public With Your Research

Presented by: Meg Wilcox, Sally Haney, and Sean Holman

Room: Stewart

Facilitated by:  Marva Ferguson & Erik Christiansen

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.

 Faculty Rights and Responsibilities- Academic Accommodations for Students Experiencing Disability Related Barriers

Presented by: Janet Arnold, Juliana Walker, Maureen Hewlett, and Pat Pardo

Room: Champion (2nd Floor)

Facilitated by:  Christina Tortorelli

“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.

 

Designing — not just planning — courses: An architectural approach to the semester

Presented by: Ken Badley

Room: Sinclair/Palliser

Facilitated by:  Ana Colina

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.

What does it Mean to ‘Flourish’ in Academia?

Presented by: Bev Mathison

Room: Dawson

Facilitated by:  Yuhuan Wang

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.