Presented by: Sinc MacRae, Professional Standards and Ethics Committee
Facilitated by: Ana Colina
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
Facilitated by: Yuhuan Wang
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
Facilitated by: Marva Ferguson & Erik Christiansen
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)
Facilitated by: Christina Tortorelli
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).