A message from Teresa Berghello

Chair, Academic Dean’s Table, English Colleges Steering Committee

Un message de Teresa Berghello

Chair, Academic Dean’s Table, English Colleges Steering Committee

Indigenizing and decolonizing the curriculum

Showcasing best practices in competency-based education

Supporting/advancing education through the use of technology and AI

Collaborating through program revision

Amplifying student voices and perspectives

Promoting equity, diversity, inclusion, and belonging

Developing student success resources in the context of Bill 96

Tuesday, January 09, 2024

10:00-11:15

About the presenter

Ollivier Dyens is Chair of the Département des littératures de langue française, de traduction et de création at McGill University, where he held the position of Deputy Provost (Student Life and Learning) from 2013-2018. From 2013-2018, he was Vice-Provost, Teaching and Learning at Concordia University.

He is also the founder and co-director of McGill’s Building 21 (building21.ca) a laboratory dedicated to thinking beyond the acknowledged, the recognized and the comfortable. He holds a PhD from Université de Montréal. He is the author of fourteen books including La Condition inhumaine, published by les Éditions Flammarion in Paris, and Metal and Flesh: The Evolution of Man, Technology Takes Over, published by MIT Press (which was translated into Mandarin in 2021).

He was guest speaker at the Parson School of Design, at the New Museum of Contemporary Art in New York City, at the Maryland Institute College of Art, at the Centre Européen de Technoculture, at the Digital Humanities Summer Institute and at the Universidade Federal do Rio de Janeiro. Dyens also sat on the board of Québec’s Conseil supérieur de l’éducation from 2011 to 2015.

Thursday, January 11, 2024

12:00-13:30

About the presenter

Jesse Stommel, Ph.D. is a faculty member in the Writing Program at the University of Denver. He earned his Ph.D. from the University of Colorado Boulder and is the co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy. Stommel is co-author of An Urgency of Teachers: The Work of Critical Digital Pedagogy, co-editor of Disrupting the Digital Humanities, and co-editor of Critical Digital Pedagogy: a Collection. He is best known for his work as a champion of teachers and students in higher education. Stommel is a documentary filmmaker and teaches courses about pedagogy, film, and new media. He experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. Stommel was previously a faculty member at the University of Wisconsin-Madison.

How to register

1. Consult the "Schedule" and "Detailed Program" sections of this document.
2. Click on the "REGISTER HERE" button or scan the QR code to access the registration form.
3. Complete the form with your session choices and submit.
4. You will receive an email containing your schedule and the meeting links.

Important note:

If you signed up for the post-IPD special event on January 11, please click on the link provided in the registration confirmation email to complete the keynote session registration on the AQPC website. Jesse Stommel’s webinar is free for all IPD participants, courtesy of AQPC.

January 09, 2024

Indigenizing and decolonizing the curriculum

Showcasing best practices in competency-based education

Developing student success resources in the context of Bill 96

Amplifying student voices and perspectives

Promoting equity, diversity, inclusion, and belonging

Supporting/advancing education through the use of technology and AI

Collaborating through program revision

January 10, 2024

Indigenizing and decolonizing the curriculum

Showcasing best practices in competency-based education

Developing student success resources in the context of Bill 96

Amplifying student voices and perspectives

Promoting equity, diversity, inclusion, and belonging

Supporting/advancing education through the use of technology and AI

Collaborating through program revision

Block A, Session 22

Amplifying student voices and perspectives

January 9, 2024

9:00-9:45

Roundtable

English

Our incoming students: between assumptions and reality

Estelle Bourbeau (Champlain College Saint-Lambert)

Nicole Haché (Champlain College Saint-Lambert)

Do we really know our incoming students? As the world changes, have our assumptions about their competencies and knowledge changed as well? In this roundtable, we will first share our own observations as well as students' perspectives on what they wish they'd known before entering CEGEP. We will then ask the participants to share their experience helping students with skills we assumed they would already have. With the information gathered, we will be better equipped to guide students in their transition into higher education. Come join us for a friendly conversation!

Block A, Session 26

Supporting/advancing education through the use of technology and AI

January 9, 2024

9:00-9:45

Demonstration

English

A breath of artificial fresh air for journal writing: Can AI contribute?

Sharon Coyle (Performa - Université de Sherbrooke)

This demonstration will show how the presenter encouraged students in a Performa MTP (Master Teacher Program) course to use artificial intelligence when composing their journal entries with the goal of providing an opportunity to use and better understand the potentials and pitfalls of tools like ChatGPT as support for writing assignments. Feedback from self-assessments indicates that two goals were met: a clearer understanding of AI tools and their impact on student work, as well as a potential leveling of the playing field between more and less confident writers. The same goals could be addressed at the Cegep level: providing an opportunity for your students to grapple with AI use and allowing sanctioned access to a tool that might help struggling writers. Looking at AI through this narrow focus of journal writing will allow us to begin to imagine the role AI may play in our students’ lives in the future.

Block A, Session 13

Supporting/advancing education through the use of technology and AI

January 9, 2024

9:00-9:45

Panel

Bilingual

Video games as technopedagogical tools to foster learning among cegep students in biology

Neerusha Baurhoo-Gokool (Université de Montréal)

Terry Saropoulos (Vanier College)

Siwar Dbiche (Université de Montréal)

Video games improve players’ mood, increase happiness, and enjoyment which correlate with improvements in deep learning and academic achievement in the sciences (Taub et al., 2020; Zhonggen, 2019). Yet, within the CEGEP system, the use of video games as a teaching tool for science is quite limited, if not nonexistent. As such, our research team has designed, implemented, and assessed the effects of authentic video games on the learning, engagement, and motivation of CEGEP students in biology courses. Therefore, in this panel, we will initially explore the effects of video games on cognitive functions. Subsequently, we will delve into the biology-focused video games we have developed for our students and share our findings and their implications for the diverse group of CEGEP students studying biology.

Block A, Session 7

Promoting equity, diversity, inclusion, and belonging

January 9, 2024

9:00-9:45

Workshop

English

Best practices in supporting students during their internships

Alice Havel (Dawson College)

Susie Wileman (Dawson College)

Catherine Fichten (Dawson College)

Mary Jorgensen (Dawson College)

Adaptech recently concluded an ECQ funded project regarding the internship experiences of students with disabilities in Dawson College Health related, Social Service and Community Recreational Leadership Training programs. Through the findings from key stakeholders (students, faculty, internship supervisors, and Accessibility services staff) we will share best practices and tools to support student internships. Participants will engage in group discussion on how these can be applied to specific situations.

Block B, Keynote

Supporting/advancing education through the use of technology and AI

January 9, 2024

10:00-11:15

Webinar

English with simultaneous French interpretation

Higher education in the 21st century: teaching and learning on the human/machine continent.

Creating a Greenland from the Iceland of AI

Ollivier Dyens, PhD (McGill University)

How can we meet the challenges of a world that will undergo the equivalent of 20,000 years of technological change by 2100? How do we integrate disruptive technologies such as artificial intelligence, ChatGPT, simulation, DeepFakes, brain/computer interfaces, etc., into our methods, institutions, and values? How do we live and work in a world where truth and untruth are continually intertwined? This conference will examine the hopes, fears and challenges ahead of society and higher education, and propose possible paths forward to a Green Land.

This webinar is offered in English with simultaneous interpretation in French.

Le webinaire est offert avec interprétation simultanée en français.

Block C, Discipline-Specific Sessions

Supporting/advancing education through the use of technology and AI

January 9, 2024

11:30-11:45

Workshop

Bilingual

An exchange with Ollivier Dyens: A closer look at your discipline

Faculty from across the Anglophone CEGEP network

This year's DSS will give participants a chance to have an in-depth discussion with Ollivier Dyens on any resonating ideas and approaches and the possibility of transferring them to their teaching contexts. The discipline-specific sessions (DSS) bring together CEGEP teachers from the same or related disciplines and provide opportunities to reflect, share, and learn from each other on current and perennial pedagogical considerations.

DSS welcomes new voices and familiar faces, offering a unique opportunity to forge ahead with a productive pedagogical and community exchange.

Block D, Session 3

Promoting equity, diversity, inclusion, and belonging

January 9, 2024

12:45-13:30

Roundtable

English

The transition of English-speaking students from high school to CÉGEP

Carol-Anne Gauthier (CEGEP Champlain St. Lawrence)

The transition from high school to CEGEP is known to be a difficult period for many youths, especially those from minority groups. The purpose of this project ECQ-funded was to examine the level of adaptation to CEGEP of Anglophone minority students in Québec City and to compare their results with those of their Francophone counterparts. In doing so, we wish to contribute to the development of knowledge on the factors that influence the adaptation to college and academic success of the Anglophone minority in Québec City specifically, as well as for minority students in general. In gaining a better understanding of the Anglophone student population, we hope to better support them and help them achieve academic success. We also hope to provide recommendations for those who work with these students at every step of their transition to CEGEP. This roundtable discussion will include a brief summary of the project and a discussion period with participants.

Block D, Session 17

Supporting/advancing education through the use of technology and AI

January 9, 2024

12:45-13:30

Demonstration

English

Games in the classroom

Catherine Nygren (Champlain College Saint-Lambert)

How can we use games in the classroom? Role-playing games, escape rooms, video games, and more offer ways to integrate course content, encourage collaboration, and stimulate divergent, creative thinking. In this demonstration, I’ll discuss the main considerations when choosing games for your classroom, including practical elements, assessment opportunities, and safety tools. I’ll use five case studies from my own English courses as examples, but with the goal of suggesting opportunities for using games in a variety of disciplines.

Block D, Session 24

Showcasing best practices in competency-based education

January 9, 2024

12:45-13:30

Workshop

English

Share the load: Accessing the resources you need to build an effective course

Phoebe Jackson (John Abbott College/SALTISE)

SALTISE fellows (SALTISE)

Taking on a new course is daunting for experienced teachers, and even more so when you are new to college-level teaching. Even simply improving a course you’ve already taught is time consuming. The decisions to be made are endless: What resources do I need and where do I find them? What are my learning outcomes? What assessments should I use, and how do I ensure they match my learning outcomes? How do I effectively structure my lessons? Fortunately, SALTISE is here to help. SALTISE is our local, post-secondary learning community. As a government funded community run by a network of local cégep and university teachers and professionals, we have tools, people, and other resources that can make your job easier and your teaching more effective. Led by our SALTISE Fellows (experienced local college teachers), this interactive workshop showcases the vast array of resources available to you including:

(1) tools for instructional design with a focus on student engagement;

(2) guidance on how to use these tools to support active learning; and,

(3) concrete examples of how colleagues have used them, including helpful insights into the challenges and their possible solutions for specific cases. While the workshop will focus on the needs of early career teachers, we welcome all faculty.

Block D, Session 27

Developing student success resources in the context of Bill 96

January 9, 2024

12:45-13:30

Panel

Bilingual

La loi 14: accomplissements et défis pour les départements de français

Geneviève Boucher (Vanier College)

Cynthia Boulanger (Marianopolis College)

Catherine Truchon (Heritage College)

Dans ce panel, des enseignantes de français de trois cégeps anglophones exposeront leur réalité face au projet de loi 96. Ce bilan permettra une meilleure compréhension de ce qui a été accompli jusqu'à présent et de ce qui reste à faire tout en mettant l'accent sur les réussites et les défis. Les nouveaux cours 602-UF (dont ceux des compétences 1000 et 1001), les mesures de soutien pour les étudiants (CAF, tutorat, etc.) et les nouveaux cours de FLS qui débuteront à l'automne 2024 seront abordés.

Law 14: Achievements and challenges for French departments

In this panel, French teachers from three different cegep will reflect on their reality of bill 96. This status report will allow a better understanding of what has been done so far and what is still pending, focusing on achievements and challenges. Topics would be: new 602-UF courses (including competences 1000 and 1001), support measures for students (CAF, tutoring, etc.), and new FLS courses starting in Fall 2024.

Block E, Session 20

Supporting/advancing education through the use of technology and AI

January 9, 2024

13:45-14:30

Roundtable

Bilingual

Virtual reality in nursing education - a roundtable exploration

Louis-Philippe Nagy (Champlain College Saint-Lambert)

Paul Brisson (Champlain College Saint-Lambert)

An insightful roundtable discussion where experts and educators delve into the integration of virtual reality (VR) in nursing education. This event delves into VR's transformative potential, examining immersive simulations and their creation. The discussion will draw upon the invaluable real world experience of Champlain College's Nursing Department, pioneers in VR implementation in nursing education. Insights and lessons learned will be shared, and participants encouraged to engage; brainstorming innovative solutions and implementation ideas to collectively shape the future of VR integration in nursing curricula. Participants will explore practical challenges and innovative solutions, fostering a collaborative approach to VR implementation. This conversation not only highlights the possibilities of VR but also confronts the realities of its implementation in nursing education. Don't miss this opportunity to be part of shaping the future of nursing education, where virtual reality meets the challenges of modern healthcare, equipping future nurses with cutting-edge skills and accessible education.

Block E, Session 32

Showcasing best practices in competency-based education

January 9, 2024

13:45-14:30

Roundtable

English

In a rut? Experiment!

Rachel Morris (Champlain College Saint-Lambert)

In the Humanities, we explore some of the most longstanding, ageless questions about knowledge, human nature, and ethics. We use these questions and themes to teach students equally time-less skills: how to think, read, and write critically. To assess these skills, we tend to rely on the traditional 5-paragraph essay. While there’s no doubt it has its merits, recently many of us have wondered if there are alternative assessments that might provide more authentic value to our students. Then generative ai came along and presented significant challenges to the way many of us teach and evaluate essay writing. So, we decided to treat this as an opportunity to embrace an experimental year of assessments. We are testing out alternatives by tracking our experiences. Our objective is to develop best practices that allow us to adapt to the evolving educational landscape, remaining relevant for the future, while staying true to our roots. Join me to hear about how the experiment has been going so far and discuss possibilities that might work for your disciplines too.

Block E, Session 8

Promoting equity, diversity, inclusion, and belonging

January 9, 2024

13:45-14:30

Workshop

English

Student anxiety is up! What can we do?

Karen White (Vanier College)

We've all noticed that our students are more anxious about pretty much everything these days – from tests to oral presentations, speaking up in class, handing work in, and even talking to teachers or staff! Some of our students may look like they don't care but are hiding anxiety. Procrastination is strongly fueled by negative emotions like anxiety, and some of the demanding behaviours we encounter in our classes can be triggered by anxiety, too. Student anxiety gets in the way of learning and can impact mental health. In this workshop, we will discuss some factors that contribute to increased anxiety, and we will explore what teachers, professionals and staff can do to help students manage and even reduce their anxiety.

Block E, Session 5

Indigenizing and decolonizing the curriculum

January 9, 2024

13:45-14:30

Panel

English

Indigenous STEM #1: Presentation

Alex Allard-Gray, Listuguj Mi'gmaq (McGill University)

Alyson Jones (Vanier College)

This presentation will feature a discussion of Indigenous approaches to science education, including the Mi'gmaq concept of Two-Eyed Seeing, and how to adapt science curriculum to include those perspectives. Since Indigenous ways of learning are holistic, teachers from all disciplines are invited to attend. *Attendees are also encouraged to participate in the follow-up discussion during Block F, Session 6 (2:45-3:30).

Block F, Session 6

Indigenizing and decolonizing the curriculum

January 9 2024

14:45-15:30

Roundtable

English

Indigenous STEM #2: Roundtable discussion

Edward Awad (Vanier College)

Alyson Jones (Vanier College)

Roxane Millette (John Abbott College)

Chris Tromp (John Abbott College)

How can we increase Indigenous student enrolment and success in STEM fields? This roundtable discussion will offer an opportunity for science and math teachers to share questions and best practices about indigenizing and decolonizing STEM courses at the Cégep level. A few panelists will launch the discussion, which will then be open for full discussion. Depending on the number of participants, we may create break-out rooms online for smaller group discussions. *It is strongly suggested that participants also attend the Indigenous STEM #1 presentation.

Block F, Session 23

Promoting equity, diversity, inclusion, and belonging

January 9, 2024

14:45-15:30

Demonstration

English

Exploring the benefits of a Chariot Inclusif: A pilot project at Champlain Saint-Lambert

Marie Longpre (Champlain College Saint-Lambert)

Cory Binning (Champlain College Saint-Lambert)

Champlain Colleges Saint-Lambert’s Student Access Centre aims to launch a new accessibility pilot project in January 2024. This initiative would allow teachers to request the use of a mobile accessibility cart (“chariot inclusif”) in their classrooms.

The Student Access population at Champlain College Saint-Lambert has witnessed a growth of 30% (representing an 100 additional students) over the past two years. This significant increase underscores the need to not only expand the internal services provided by the Student Access Centre, but also to explore ways to better support teachers and students in the classroom. The objective of this project is to enable students to stay in the classroom by bringing resources directly to them. This will encourage their presence during lectures, and, more crucially, for tests and exams. While providing additional time in class is not something teachers can necessarily offer, some students may opt to forego extra time in favor of having access to their teacher, adaptive software and other accessibility devices in the classroom. Providing teachers the option of requesting a mobile cart will afford students this opportunity. During the demonstration, we will share insight from literature and experiences of other colleges who have successfully implemented similar services. We will then provide additional information about our vision and plan for the implementation of two mobile carts at Champlain College. We will conclude with Q and A session.

Block F, Session 15

Supporting/advancing education through the use of technology and AI

January 9, 2024

14:45-15:30

Demonstration

English

A Gamified App and More to Help Students Develop Transversal Competencies like Collaboration and Time Management

Avery Rueb (Vanier College)

In our rapidly evolving world, traditional academic skills no longer suffice as our students require a robust set of transversal competencies to thrive in the 21st century. These competencies can include collaboration, creativity, critical thinking, time management, networking amongst many others. What if we helped our students develop these skills even more at cégep?

Our project was funded by Entente Canada Quebec with the goal of creating easy-to-implement pedagogical tools including in-class activities, peer-to-peer learning opportunities and evaluation grids for these 21st century skills. This 45-minute demonstration will spotlight the best practices and pitfalls to avoid in helping students to reach their full potential by developing transversal competencies.

We’ll also show you a prototype of the gamified web application we are building which aims to motivate students to track their transversal competency development both at school and in their extracurricular activities like sports and art.

During this demonstration, you’ll be able to give feedback on the work we’ve done up until now. And you’ll leave with access to all of the tools created in the project so far. Together, we can guide our students toward a future where they don't just participate in the 21st century, but lead it.

Block G, Session 28

Collaborating through program revision

January 10, 2024

9:00-9:45

Demonstration

English

Help me help you: Supporting the work of program alignment and coherence with a tool that makes communication

and collaboration easier

Cathy Roy (Dawson College/SALTISE)

SALTISE Fellows (SALTISE)

Curriculum and program planning can be complex, even for experienced pedagogical counsellors and even more so for the faculty team who are involved in the program development process – program revision, improvements, course redesign, etc. Between learning outcomes, competencies and assessments, designing has many moving parts. Courseflow, a free cloud-based platform, offers tools for program and course planning and curricular alignment. It can turn stacks of Excel grids files and folders of syllabus materials into a clearly organized roadmap that links instructional elements to reveal a clear design and flow. This workshop will illustrate how this tool has been used to: assist with course design, make curriculum decisions, increase course alignment related to program revision, and facilitate collaboration, all while saving time and increasing access to information stored in the back-end of this highly-relational database. Participants will be provided with the opportunity to learn how to use the CourseFlow platform to facilitate program revision, and alignment of courses, content, learning objectives, program competencies, etc. In addition, they will be shown how several programs are using the visualization features to engage their respective departments in the curricular conversations that occur at various levels of decision-making: course mapping, pedagogical planning, onboarding of the program’s faculty, etc.

Block G, Session 35

Showcasing best practices in competency-based education

January 10, 2024

9:00-9:45

Panel

English

Supporting Early Career Teachers: Triumphs and Trials

Amanda Argento (John Abbott College)

Marianne Lynch (Vanier College)

Phoebe Jackson (John Abbott College)

Max Salonine (Vanier College)

How can we best support and engage our colleagues in the early stages - or at any stage - of their teaching careers? In this session, teachers and pedagogical counsellors from John Abbott College and Vanier College will share their respective approaches to supporting early career teachers and their recent collaborative efforts. We will discuss the successes and challenges of these initiatives and the importance of creating and curating resources, building a welcoming community, and establishing open lines of communication within and across institutions.

Block G, Session 25

Promoting equity, diversity, inclusion, and belonging

January 10, 2024

9:00-9:45

Workshop

English

Harnessing digital technology for neurodivergent learners in higher education

Jessica Taddio (Vanier College)

In higher education, the call for inclusive practices has witnessed remarkable growth. As enrollment of students registered with the access center increases, the demand for pedagogical practices to support a wide range of learners remains a top priority among colleges.

Long-standing assistive technological support such as the motorized wheelchair and speech-to-text has historically empowered individuals with disabilities to become active, engaged members of society, as it sought to break down barriers that have impeded their participation. Despite the initial apprehension surrounding the recent introduction of Artificial Intelligence (AI), it is critical to underline its untapped potential for the neurodivergent population.

Digital technology, including AI, presents a unique opportunity to enrich these students' learning journey by enabling them to exercise greater control and autonomy over their educational experience. This workshop will explore the intersection of digital technology, AI, and neurodiversity by highlighting recent research on AI and its involvement with neurodivergent learners. Additionally, this presentation will showcase and demonstrate digital and AI-powered tools that can be used in a learning environment.

Block G, Session 16A

Supporting/advancing education through the use of technology and AI

January 10, 2024

9:00-9:45

Workshop

English

Introduction to ChatGPT (part 1)

Stephane Paquet (Champlain College Saint-Lambert)

Join us for a complete immersion in the world of AI with our introductory workshop on ChatGPT. No matter where you stand on AI, this hands-on session will serve as a path towards a better understanding of these revolutionary tools.

The workshop will unfold in three parts:

1. Introduction: a short presentation about the mechanics of ChatGPT.

2. Hands-On Experience: one hour of direct interaction with ChatGPT. With a guiding worksheet, you will converse with the AI, customize your prompts, and build complex queries.

3. Reflective Discussion: we will conclude with a lively discussion to share your insights and experiences and answer your questions.

Don't miss out on this unique opportunity! Remember to sign up for a ChatGPT account before the workshop to fully engage in the experience: https://chat.openai.com/auth/login.

Block H, Session 16B

Supporting/advancing education through the use of technology and AI

January 10, 2024

10:00-10:45

Workshop

English

Introduction to ChatGPT (part 2)

Stephane Paquet (Champlain College Saint-Lambert)

Join us for a complete immersion in the world of AI with our introductory workshop on ChatGPT. No matter where you stand on AI, this hands-on session will serve as a path towards a better understanding of these revolutionary tools.

The workshop will unfold in three parts:

1. Introduction: a short presentation about the mechanics of ChatGPT.

2. Hands-On Experience: one hour of direct interaction with ChatGPT. With a guiding worksheet, you will converse with the AI, customize your prompts, and build complex queries.

3. Reflective Discussion: we will conclude with a lively discussion to share your insights and experiences and answer your questions.

Don't miss out on this unique opportunity! Remember to sign up for a ChatGPT account before the workshop to fully engage in the experience: https://chat.openai.com/auth/login.

Block H, Session 1

Amplifying student voices and perspectives

January 10, 2024

10:00-10:45

Workshop

Bilingual

The magic of peer feedback : A generational shift

Samie Ly (Vanier College)

Stavros Athanasoulias (Vanier College)

Charles-Albert Ramsay (Dawson College)

Educating Gen Z presents unique challenges, especially considering their experiences with the pandemic, which has led many to become more reserved. Encouraging students to actively participate and voice their opinions has become increasingly challenging.

During this workshop, we'll equip you with the skills to foster collaboration, deliver effective pitches, and offer meaningful feedback. The true potential is unlocked when we combine the insights from everyone present, revealing the profound insights the classroom holds. Leveraging technology in education can be transformative, giving a platform to those who might otherwise remain silent.

Block H, Session 10

Showcasing best practices in competency-based education

January 10, 2024

10:00-10:45

Roundtable

English

Engaging students in their learning: An Eductive Roundtable showcasing the dynamic educational college landscape

Véronique Drolet (Eductive/Collecto)

Andy Van Drom (Eductive/Collecto)

As educators, we consistently observe students struggling with our course content, often burdened by self-doubt and their preconceived belief that they don’t have the abilities required. This perception can negatively affect their motivation, ultimately impeding their learning process. Motivated by the desire to perform rather than to learn, students may be tempted to resort to AI-powered tools to plagiarize on their assignments.

In this roundtable, we will discuss metacognitive strategies, empowering students to develop a growth mindset driven by motivation to learn. In addition, we will explore various student-centered approaches and engaging activities. From implementing active learning techniques to incorporating gamification into your curriculum, we will provide you with a diverse toolkit to enhance student engagement.

Furthermore, this session will serve as a platform for you to share your successful classroom experiences and insights. Together, we can collectively embrace the challenges and opportunities posed by generative AI, ensuring that our students not only learn better but also thrive in this dynamic educational landscape.

Block H, Session 11

Promoting equity, diversity, inclusion, and belonging

January 10, 2024

10:00-10:45

Workshop

English

Supporting diverse Learners in the inclusive mathematics classroom: A practical overview

Reyana Hadef (Dawson College)

As classrooms in higher education become increasingly diverse, and as the landscape for teaching and learning continues to evolve in a post-pandemic context, the importance of promoting equity and inclusion in the college mathematics classroom becomes imperative to promote student success and achievement.

The purpose of this presentation is to provide participants with a portrait of today’s diverse classrooms and to synthesize the most recent research in learning differences in mathematics courses with CEGEP teachers in mind. An overview of the difficulties students with learning differences can face in mathematics classrooms and how practitioners can best support learners using easy-to-implement evidence-based strategies and interventions will be presented. At the end of the session, participants will be able to identify the primary areas of difficulty encountered by students with learning differences in mathematics, demonstrate an understanding of the link between social-emotional wellness and mathematics achievement and apply evidence-based strategies for teaching mathematics to a diverse population of learners.

Block I, Session 18

Amplifying student voices and perspectives

January 10, 2024

11:00-11:45

Panel

English

Why are students missing class? Addressing student absence

Jane LeBrun (Champlain College Saint-Lambert)

Debra Polomeno (Champlain College Saint-Lambert)

Marie-Ève Paul Parenteau, Student (Champlain College Saint-Lambert)

The goals of the panel discussion are to:

• To provide an understanding and to help identify sources of student absences
  
• To hear the student perspective on absenteeism
  
• To identify and share effective strategies to address student absences and refer students to mental health resources on campus
  
• To understand the limits and boundaries of teachers' and staff's role in dealing with student absences
  
• To provide a forum for discussion and to answer participants’ questions
  

Block I, Session 9

Promoting equity, diversity, inclusion, and belonging

January 10, 2024

11:00-11:45

Roundtable

English

Queering the curriculum in a shifting social landscape

Jacky Vallée (Vanier College)

Alan Wong (Vanier College)

Our Cégeps have become more inclusive spaces over the past 20 years, fostering acceptance of students of diverse sexual orientations and gender identities. However, the current social and political landscape is rife with pushback against this acceptance, and this pushback is affecting educational policies at the K-12 levels in alarming ways. This social and political trend enables a rise in homophobic and transphobic rhetoric and may lead to increased exclusion, violence, and self-harm among 2SLGBTNBIQA+ youth. How will we revitalize efforts toward inclusiveness in Cégep in the coming years as many of our students may be coming out of increasingly unsafe spaces? And how do we do this without falling into the traps of religious intolerance and racism? This roundtable session will begin with 2 Vanier faculty who will briefly share their observations and ideas. We will then have an open discussion on how to all work together to maintain a Cégep network where all students feel welcome and safe from harassment and shame.

Block I, Session 2

Supporting/advancing education through the use of technology and AI

January 10, 2024

11:00-11:45

Demonstration

English

Juggling software tools in a course

Marc Fricker (Heritage College)

At Heritage, teachers have been provided a number of options for preparing, distributing and collecting pedagogical material to/from students. Every teacher is allowed to choose whatever platform(s) they wish, and many tools come with little to no instructions or guidelines. The number of combinations of possible tools, and teachers instructions is extremely confusing for students. What is the optimal configuration of obligatory tools (Omnivox/LEA) and optional tools to minimize the student's confusion. In this session a teacher shares their experience and 'best-practices' on a 'recommended' configuration of tools and explain why those tools have been selected over others.

Block I, Session 34

Showcasing best practices in competency-based education

January 10, 2024

11:00-11:45

Workshop

English

Blended Learning: Sharing experiences about implementation, community, and support

Andrea Cooperberg (John Abbott College)

Catherine Henderson (John Abbott College)

Vikram Singh (John Abbott College)

Lidia Kruk (John Abbott College)

During this session, we will explore together the following topics:

• Blended Learning: models and different definitions, benefits, and challenges
  
• Implementation process and progress at JAC since its formal implementation in Winter 2022
  
• JAC Teachers' experiences implementing Blended Learning in their classrooms
  
• Resources, pedagogical strategies, and tools used to support our Blended Learning Community
  

Join us as we exchange best practices for teaching and learning in a Blended Learning format.

Block J, Session 29

Supporting/advancing education through the use of technology and AI

January 10, 2024

12:45-13:30

Panel

English

Redesigning your classroom to leverage the new reality of ubiquitous access to AI tools:

Part 3 in the SALTISE webinars on the use of AI technologies

Joel Trudeau (Dawson College/SALTISE)

Robert Stephens (Dawson College/SALTISE)

The applications of generative artificial intelligence (AI) in the educational context is no longer a hypothetical question of “when will it happen” but “how do we use it, with safeguards”. The ready access of new advances such as ChatGPT, Dall-E, Bard, etc. means that teachers have an immediate challenge of how to take seriously AI’s impact on learners and instructors. While some are enthusiastic about the envisioned revolutionary potential of AI for future education others wish to slow its use because of clear dangers. For the last two months, SALTISE’s monthly webinars have taken up the issue and experts have discussed the impact on academic integrity and the research centered on the consequences of the rise of generative AI for learning, raising questions about the way AI fosters or hinders more inclusive education. In this panel session we bring together practitioners who will reflect on those conversations and describe the ways they have been using this new technology to shape the new landscape in which we find ourselves.The aim of the panel is to open up a space for making concrete plans and mapping out a strategic path for us to use AI to enhance learning and augment teaching, keeping in mind how these implicate academic integrity and teacher responsibility.

Block J, Session 30

Promoting equity, diversity, inclusion, and belonging

January 10, 2024

12:45-13:30

Rountable

Bilingual

Place-making pedagogy: Teaching the east/southeast Asian diaspora

Carousel Calvo (John Abbott College)

Murielle Chan-Chu (Collège Montmorency)

Bethany Or (Champlain College Saint-Lambert)

Though they have been present on Turtle Island since the 1500s, the experiences of diasporic East/Southeast Asians have often been invisible in the CEGEP classroom. As three faculty members engaged in teaching these seldom-examined topics, we will present an overview of our courses, "Brain Drain and the American/Canadian Dream", "Diasporas" and "Introduction à la littérature". Afterwards, participants will be led in a collaborative discussion of how to best explore certain concepts in the classroom, such as brain drain, yellow peril, the perpetual foreigner, the model minority myth, and the impact of immigration (including unrooting and derooting).

Block J, Session 12

Amplifying student voices and perspectives

January 10, 2024

12:45-13:30

Roundtable

English

The new masculinity and the classroom

Maggie Kathwaroon (Vanier College)

The past decade or so has seen a rise in discussions about masculinity. Young male-identified youth are at the centre of these conversations, with competing views vying for their attention. Social media influencers amplify messaging that is misogynistic, transphobic, and racist. This messaging is couched in self-help advice that is particularly appealing to youth who are naturally seeking clear paths through environments that they may not be well-equipped to navigate.

Educators are noticing an increase in misogynistic, transphobic, and racist attitudes manifesting in the classroom, which creates challenges to the inclusivity we value in our institutions and contributes to the further marginalization of significant portions of the student population.

In this environment, there is a need for intentional conversations with male-identified youth.

The challenge is multi-faceted. How do we handle these situations in the classroom as they arise and maintain a compassionate learning environment for all? What pedagogy is required to enable safe spaces to explore these difficult issues? In this roundtable, we’ll share our experiences in the classroom and explore what experts and scholars are telling us about this competition for the hearts and minds of so many of our students.

Block J, Session 14

Showcasing best practices in competency-based education

January 10, 2024

12:45-13:30

Demonstration

English

Video Rubrics: An explanation of why and a demonstration on how to use them

Timothy Campbell (Vanier College)

For the past two years the presenter has used Video Rubrics to support student learning in his first year Special Care Counselling / Special Education Techniques classes and more recently, they have been implemented department-wide across the cohort of students completing stage/fieldwork courses. A Video Rubric is an interactive video in which a teacher records themselves re-explaining assignment instructions and evaluation criteria in a clear step-by-step fashion. The intention is that students use this as a tool to help them edit their assignment before submitting it. The interactive component comes in when students are prompted with true/false, multiple choice, and multiple selection questions while they engage with their assignment in said editing process. This presentation will include insight into the preliminary results from research done on students' perception of the usefulness of this tool in supporting their learning as well as a demonstration on how to use a video rubric on different platforms.

Block K, Session 33A

Promoting equity, diversity, inclusion, and belonging

January 10, 2024

13:45-14:30

Workshop

English

Understanding diversity: Sex, gender, and sexual orientation (part 1)

Marie-Edith Vigneau (Fédération des CEGEPS)

Objectives:

• Create a welcoming, open and safe environment promoting school perseverance and the success of 2SLGBTQ+ people;
  
• Support the inclusion of 2SLGBTQ+ people at the level of their higher education;
  
• Promote the social participation and development of students and understanding diversity: Gender, Sex and Sexual Orientation.
  

More concretely, this session will help you:

• Familiarize yourself with the realities related to diversity related to sex, gender and sexual orientation;
  
• Understand the "jargon";
  
• Have access to more tools to promote the well-being of the entire community staff and students;
  
• Better understand the legal changes and your legal obligations;
  
• Have answers to your questions more specific on the subject or have access to documentation for this purpose.
  

Block K, Session 4A

Showcasing best practices in competency-based education

January 10, 2024

13:45-14:30

Roundtable

English

Academic Integrity in 2024 (part 1)

Patrick Savard (CEGEP Champlain St. Lawrence)

Quinn Johnson (CEGEP Champlain St. Lawrence)

Why is academic integrity important? How should it be defined in 2024 and beyond? How can it be promoted and encouraged in the face of new threats? Champlain St. Lawrence teachers have been addressing these questions in an ongoing conversation, through workshops and in a recent article on Eductive . This co-modal activity, led by Patrick Savard and Quinn Johnson, will bring the conversation to the intercollegiate level. The objectives will be to summarize what has been discussed so far and co-construct ways to address generative AI in our current context.

Block K, Session 21

Supporting/advancing education through the use of technology and AI

January 10, 2024

13:45-14:30

Demonstration

English

Tools for engagement and feedback

Timothy Campbell (Vanier College/Performa)

Are you looking for new ways to hear from all of your students in expressing their academic thoughts, gathering their opinions, and soliciting their questions?

This participatory demonstration with question and answer period will showcase different digital tools to elicit feedback through various classroom assessment techniques (CATs) such as polling for understanding, activating prior knowledge, gathering student opinions, and collecting exit tickets. The techniques demonstrated can be adapted to measure or address all types of learning objectives or be used as a form of formative assessment.

Participants will learn how to use tools that are appropriate for any learning space in which students can transform personal technology into a learning tool rather than a distraction.

Come prepared to participate and experience engagement from the student perspective; we will make logging in and using the tools as seamless as possible.

Block K, Session 19

Amplifying student voices and perspectives

January 10, 2024

13:45-14:30

Panel

English

Getting to know our students: SPEC 2023 and the student voice

Dean Howie (Champlain College Saint-Lambert)

Student panel (Champlain College Saint-Lambert)

The results of the SPEC 2023 survey along with the Leger marketing survey results on students opinion of CEGEP will be combined with the voices of a student panel that will permit a better understanding of who are our students. Likes, dislikes, stressors, interests, study and working habits,...the face of our students has changed greatly and whose role is it to adapt?

Block L, Session 33B

Promoting equity, diversity, inclusion, and belonging

January 10, 2024

14:45-15:30

Workshop

English

Understanding diversity: Sex, gender, and sexual orientation (part 2)

Marie-Edith Vigneau (Fédération des CEGEPS)

Objectives:

• Create a welcoming, open and safe environment promoting school perseverance and the success of 2SLGBTQ+ people;
  
• Support the inclusion of 2SLGBTQ+ people at the level of their higher education;
  
• Promote the social participation and development of students and understanding diversity: Gender, Sex and Sexual Orientation.
  

More concretely, this session will help you:

• Familiarize yourself with the realities related to diversity related to sex, gender and sexual orientation;
  
• Understand the "jargon";
  
• Have access to more tools to promote the well-being of the entire community staff and students;
  
• Better understand the legal changes and your legal obligations;
  
• Have answers to your questions more specific on the subject or have access to documentation for this purpose.
  

Block L, Session 4B

Showcasing best practices in competency-based education

January 10, 2024

13:45-14:30

Roundtable

English

Academic Integrity in 2024 (part 2)

Patrick Savard (CEGEP Champlain St. Lawrence)

Quinn Johnson (CEGEP Champlain St. Lawrence)

Why is academic integrity important? How should it be defined in 2024 and beyond? How can it be promoted and encouraged in the face of new threats? Champlain St. Lawrence teachers have been addressing these questions in an ongoing conversation, through workshops and in a recent article on Eductive . This co-modal activity, led by Patrick Savard and Quinn Johnson, will bring the conversation to the intercollegiate level. The objectives will be to summarize what has been discussed so far and co-construct ways to address generative AI in our current context.

Block L, Session 31

Indigenizing and decolonizing the curriculum

January 10, 2024

14:45-15:30

Panel

English

Onkwehon:we Learning: Early childhood to adult life

Jennifer Kanerahtorónkwas Jacobs (Champlain College Saint-Lambert)

This professional development (PD) workshop titled "Onkwehón:we Learning: Early Childhood to Adult Life" offers an enlightening exploration of the advantages associated with early childhood education within First Nation communities. The focal point of this session is the community of Kahnawà:ke, serving as a prominent example. Participants will delve into various aspects, including the elementary curriculum, the storied history of the Kahnawà:ke Survival School, and the enduring impact of their educational approach on students as they progress into post-secondary education.

The workshop incorporates a holistic and hands-on approach to learning, providing a glimpse into the everyday setting of education in Kahnawake. Testimonials from Kahnawake students ranging from ages 10 to 25 will be shared, offering attendees a firsthand understanding of the transformative impact of this educational model. Through this exploration, participants will acquire a deeper appreciation for the interconnectedness of cultural values, community engagement, and educational outcomes within the context of Onkwehón:we learning, spanning from early childhood to adult life.

Video Introductions

Showcasing best practices in competency-based education; Amplifying student voices and perspectives; Promoting equity, diversity, inclusion, and belonging; Supporting/advancing education through the use of technology and AI

Available any time

Video recording

English

LUNCH & LEARN

AQPC: Association québécoise de pédagogie collégiale

Carrefour de la réussite

CCDMD: Centre collégial de développement de matériel didactique

CDC: Centre de documentation collégiale

CTREQ: Centre de transfert pour la réussite éducative du Québec

Eductive

ORES: Observatoire sur la réussite en enseignement supérieur

RepTIC: Réseau des répondantes et répondants TIC

SALTISE: Supporting active learning and technological innovation in studies of education

The asynchronous Lunch and Learn sessions will showcase various organizations across the college network that can support you in your teaching profession. Through recorded interviews (and the key support organizations document), you will learn more about the network, acquire helpful tools and learn how to get involved!

IPD 2024 Planning Committee

Champlain Lennoxville: Jordan Glass

Champlain Saint-Lambert: Sara Hashem & Hans Olivier Puskas

Champlain St. Lawrence: Quinn Johnson & Nathalie Gagné

Dawson College: Azra Khan

Heritage College: Wonneken Wanske & Lee Anne Johnston (Emerita)

John Abbott College: Andrea Cooperberg

Vanier College: Max Salonine