2:15 – 2:45 – Session 3

Bringing the Maker Studio into the Classroom to Explore the 4 C’s + 1, Creativity, Critical Thinking, Collaboration, Communication and Confidence: Examples from a Recent Psychology of Sexuality Class.

Presenters: Evelyn Field and Kerry Harmer

Location: Stewart Room (main floor by convention lobby)

Discussions about the changing needs of education at the post-secondary level abound. 21st Century Competencies is one idea that is receiving considerable attention as we move into the fourth industrial revolution. The four C’s of 21st Century Competencies: creativity, collaboration, communication and critical thinking, while not novel in and of themselves, can now be explored via technologies that were not easily accessible, even a decade ago. To explore the four C’s in the light of our current technologies we incorporated a Maker Studio project into a third year Psychology of Sexuality class. Students were given the opportunity to create T-shirt designs with Adobe Illustrator. These designs were subsequently printed on T-shirts that were physically displayed, and also virtually projected with captions in the 360 degree Immersion Studio at MRU. During this presentation we will showcase several examples of the designs along with student descriptions of the importance of their designs and their reflections on the process. We will discuss this work in the context of the four C’s and how this project melded student’s ability to create, communicate, critically reflect, collaborate, and more importantly build confidence, as they completed a project that was outside of their perceived technological abilities and expertise.

Team Teaching – Two for the Price of One!

Presenters: Alana Gieck and Karen Owen

Location: Champion Room (second floor)

In this team presentation, Alana Gieck and Karen Owen will discuss what they have learned about effective co-teaching in Broadcast Media Studies and why they will never willingly give it up! Teaming teaching involves “messiness” (Plank, 2011, p. 2) that “moves beyond the familiar and predictable and creates an environment of uncertainty, dialogue, and discovery” (Plank, 2011, p. 3). But once you embrace the muddle you can create a fantastic learning environment for your students and a wonderful working environment for yourself. Team teaching or co-teaching forces teachers to view a course from another perspective, and since our students come with a variety of experiences and backgrounds, looking at your area of expertise through another person’s eyes is good for everyone in the classroom. The presentation will address three main points. 1. Learning how to co-teach effectively 2. Creating an identity as co-teachers 3. Risks and Benefits

Learning About how Students Understand the University

Presenters: Deb Bennett and Glen Ryland

Location: Walker Room (second floor)

Within our presentation we will share emerging themes from anonymous student surveys distributed to sections of an undergraduate studies course, UGST 1001: Effective Learning in the Undergraduate Context. In this course students build capacities in critical and creative thinking, goal-setting and motivation, time management and organization, self-care and wellness, note-taking and reading, and memory and test-preparation, while being introduced to the university. The surveys which were distributed to multiple sections of the course will support the development of a SoTL inquiry that will explore how undergraduates perceive meaning, purpose, and the social roles of the university and its graduates. The study will involve conducting student interviews where we can further explore student understandings of the university and the impact of diverse experiences. Having a dialogue about themes identified and language used by students offers the opportunity to reflect on how various student experiences, understandings and expectations impact learning and teaching. Gaining insights on how students integrate their learning to other courses and life endeavors can inform curriculum development and delivery. It can help ensure we continue to learn and remain energized.

Corporate Fraud and Spillover

Presenters: Rafik Kurji and Tashfeen Hussein

Location: Palliser Room (main floor by convention lobby)

Corporate fraud is a significant issue in the economy. Over the last few decades, corporate fraud and scandals in companies like Enron, WorldCom, and Lehman Brothers have shaken the trust of investors and other stakeholders regarding the quality of governance of firms in general. Also, these events have received substantial attention from press and academics. Studies indicate that corporate fraud has severe consequences for the firm that commit the fraud (e.g., Palmrose, Richardson and Scholz, 2004; Firth, Rui and Wu, 2011; Chava, Huang and Johnson 2018; Choi and Gipper 2019). A very important question to address is whether fraud committed by a firm entails spillover effect. Impact of fraud of one company on its peers is referred to as the spillover effect of corporate fraud. For example, do shareholders and debtholders change their perception regarding the integrity of peer companies’ financial information when a specific company’s fraud is revealed? Is there empirical evidence that peer companies are motivated to commit fraud when they become aware that a specific company is engaged in fraudulent activities? In this presentation, I will focus on the critical aspects of the spillover effect of corporate fraud on peer firms. The key objective of this presentation is to provide a critical understanding of whether there exists spillover effect of fraud events regards to peer firms, and if it does, what the different dimensions of the spillover effect are.