Winter Intersession

Description:

In this workshop, we'll take a closer look at some of the ways racism shows up in our classes and learning environments. We'll start with responding to incidents, but focus on how we can make our classrooms more inclusive and actively anti-racist, preventing incidents and making our classes safer and more inclusive for everyone.

Facilitator: Wren Alden (they/them)

Description:

In this session, we will explore the challenge of staying true to our personal identities while meeting the professional and cultural expectations of educational settings, including teaching. I will share insights from my own journey as a visible minority navigating cultural stigmas and professional norms. Together, we will reflect on and share our experiences and strategies in balancing authenticity with expectations. By the end of this collaborative session, we will come up with a list of tips for creating inclusive environments where everyone feels safe being themselves.

Facilitator: Salvador Garcia-Martinez, PhD (Him/His). Learning Technologies and Learning Analytics Specialist

Description: 

A Brief History of Diversity, Equity and Inclusion at George Brown College.

The intent to meet the needs of the student regarding individual uniqueness was there at the beginning of the College’s existence. It was the means that were lacking. Both in the various philosophies that influenced College policy, from the revolutionary Hall-Dennis Report of 1965 and the Basic Document itself, to the many Affirmative Action Reports and Multi-Year Plans generated by George Brown’s administration, meeting the specific needs of the student were front and centre. It was the development of technology that made change possible.

In the presentation I’m proposing, I’ll show some of the inequities and exclusions that the College was grappling with from its inception but was well aware of and intent on remedying. But neither the communication nor the classroom tools were at that point available to easily confront those inequities and exclusions. It was technology to the rescue (not that the problems have been completely dealt with yet). The internet, emails and other means of communication universalized and sped up the conversation and the LMS and other educational apps allowed the teacher to individualize instruction specific to the student.

Facilitator: Howard Gerhard

Description:

In the evolving landscape of education, integrating generative artificial intelligence (AI) tools can support educators in their equity, diversity, inclusion, and indigenization (EDII) journey. In this engaging session, the presenters will share practical applications of AI in their teaching practice that help create inclusive and supportive learning environments.

Their presentation will showcase two innovative tools: ChatBlackGPT, a specialized AI platform that fosters culturally responsive dialogue and engagement with students, and ChatGPT’s UDL Lesson Planner, which enables educators to design lessons that align with Universal Design for Learning principles, ensuring accessibility and inclusivity for diverse learners.

During the workshop, participants will practice using these tools to support underrepresented communities, amplify diverse voices, and address barriers to learning. Participants will leave with actionable strategies for implementing these tools in their own classrooms and insights into how AI can be a catalyst for change in advancing EDII goals.

The session will include two 15-minute presentations, followed by a Q&A to explore questions and ideas with the audience. Whether you’re new to AI or looking to deepen your understanding, this session offers practical inspiration and a platform for impactful discussions that pave the way for a more inclusive future in teaching and learning.

Facilitator: Danny Smith, he/him, Faculty, School of Marketing and Celina Costa, she/her, Faculty, School of ESL

Description:

Navigating institutional grant applications and research ethics approval processes at George Brown College (GBC) can sometimes be challenging, especially for SoTL faculty-colleagues unfamiliar with these procedures. This session offers a practical roadmap to demystify these processes by drawing from the presenter’s experience of successfully working with GBC’s Office of Research and Innovation (ORI) and the GBC Research Ethics Board (GBC REB). The presenter will share his insight into effectively engaging with the Office of Research and Innovation with grant-related inquiries, successfully preparing and submitting a GBC institutional grant application, and efficiently navigating the research ethics application process to gain GBC REB approval.

During the session, the attendees will engage in discussing the strategies, focusing on essential components such as project descriptions, budget summaries, team expertise, methodologies, and knowledge dissemination plans, for grant applications. For ethics approvals, they will be able to learn about risk and benefit analysis, informed consent, and data collection, protection and storage. The attendees will also be able to identify the process and content involved in preparing and submitting a GBC institutional grant and research ethics applications.

By addressing key procedural aspects of GBC grant and research ethics applications, the presenter aims to foster equitable access to research opportunities and resources among faculty colleagues. Through this practice and a shared culture of collaboration, the presenter hopes to contribute to a foundation of equity, recognizing that “Equity is not an additive strategy—but core to any learning, curriculum, campus culture, community, policies, and practice” (George Brown College Strategy 2026: A Roadmap to the Future, 2023, p. 7).

Facilitator: Raj Khatri, PhD (He/Him/His)

Description:

In this workshop, participants will interrogate their professional commitments to the Truth and Reconciliation Commission’s 94 Calls to Action. Whether it be through program design, course design, or daily responsibilities, all participants will leave with a better understanding of their professional commitments to Truth and Reconciliation. This interactive session will be guided by ten principles of reconciliation to bring attendees’ commitments to life. A community of practice will be proposed for after the workshop as a means to support and hold one another accountable in the months ahead. All are welcome.

Facilitator: J'net Ayayqwayaksheelth(she/her) and Anne van de Velde (she/her)

Description:

This session will explore academic libraries’ evolving approaches to research methods, information literacy, collection development, and services. We will highlight developments in the library field related to DEII and showcase several of our initiatives at the GBC LLC. We invite you to join the conversation and explore the future of libraries in advancing DEII in the classroom and beyond.

Facilitator:

Victoria Bowen, MA MI Librarian (she/her)

Rebekah Glendinning, MI Liaison Librarian (she/her)

Joy Wen, Liaison Librarian (she/her)

Description:

Using the professional learning series, “Pulling Together: A Guide for Curriculum Developers”, our team of diverse roles at the College, embarked on a “canoe journey”, where we paddled forward to a place of shared knowledge of what Indigenization of our practice at a post-secondary institution could look like, grappling with our individualized learning journeys along the way. “To stay on course, we are guided by the stars in the sky, with each star a project principle: deliver holistically, learn from one another, work together, share strengths, value collaboration, deepen the learning, engage respectfully, and learn to work in discomfort. “ I will share some of the tough but rewarding lessons learned facilitating the open-educational resource, as well as introduce the 5 other Guides that might be relevant to your specific role at the College.

Facilitator: Anne van de Velde, she/her

Description:

What does utopia mean to someone who spent their whole life hiding their true self? For me, as a queer immigrant writer from Iran, utopia is not a perfect or imaginary place. It’s a space where being yourself is not only accepted but celebrated. In Iran, my identity as a queer woman was a dangerous secret. My creative work was censored, my name was removed, and my voice was silenced. To survive, I had to stay invisible.  

Moving to Canada was a step toward  hope, and joining George Brown College, as both a student and a Writer-in-Residence, gave shap to my idea of utopia. Here, I found more than a school—I found a community where diversity, respect, and inclusion are real values. For the first time, I could explore my identity, and embrace my voice without fear of judgment. In this session, I will share my journey from oppression to freedom and from fear to self-discovery. I will also talk about how George Brown’s commitment to equity, diversity, and inclusion gave me the strength to reclaim my voice and create meaningful work that inspires others. Utopia is not an imaginary land; it is a space built on equality, respect, and the acceptance of different cultures and identities. Let’s enjoy being part of this real utopia, learn from it, and, share these lessons with others both in and outside the safe walls of George Brown College.

Facilitator: Tala Motazedi (she / her)

Description:

Online education is often understood as a convenience or efficiency, rather than a modality where transformative learning can take place. But when we bring intentionality and critical analysis to our online spaces, we have the chance to question some of our most basic assumptions and make room for folks who are often pushed out of traditional classrooms. This interactive talk offers provocations for rethinking online classrooms as sites of community-based and anti-oppressive learning. What happens when we can’t rely on our old habits of observing and interpreting student behavior in the in-person classroom? How can we use the tensions and difficulties that arise in remote classrooms to develop new tools to confront structural oppression in education? And what possibilities are opened up when we refuse to see the online classroom as a disconnected or “landless” space but instead a place where we must acknowledge and account for our complicity in global and local infrastructures of colonialism and rethink our relationships to our own communities?

Facilitator: griffin epstein (they/them)

Description:

Moving Beyond Good Intentions: Building Cultural Competency in Action

How do we transform theoretical understanding of cultural competency into meaningful classroom practices? This interactive session explores practical, actionable strategies for creating truly inclusive learning environments. Drawing from real classroom experiences, I will examine effective approaches for developing culturally responsive lesson plans that resonate with diverse student populations. Participants will learn concrete techniques for facilitating inclusive discussions that encourage all voices to be heard while navigating challenging conversations with sensitivity and purpose.

Through hands-on activities and collaborative discussion, attendees will:

• Discover frameworks for auditing and adapting course materials to reflect diverse perspectives
• Practice facilitating difficult discussions using scenario-based learning
• Develop strategies for creating safe spaces that encourage authentic dialogue
• Learn techniques for responding to microaggressions and cultural misunderstandings in real-time

Whether you're new to teaching or an experienced educator, you'll leave this session with practical tools and strategies you can implement immediately in your classroom. Join me for this engaging exploration of how to move from cultural awareness to cultural competence in action

Facilitator: Fatima N. Nisham PhD (She/her/Hers)

Description:

In today’s diverse classroom, educators face a multitude of challenges including varied baseline knowledge, different past learning experiences, subject anxiety, and low confidence among students. Additionally, diverse learning needs and language proficiency levels add another layer of complexity. Math, while it is a subject with one correct answer, offers multiple pathways to reach that answer. How do we navigate these complexities and ensure every student thrives?

In this round table, we'll explore how technology can play a pivotal role in fostering inclusivity and engagement in math education. While technology alone isn't a silver bullet, it offers significant support. We'll delve into strategies such as dividing lectures into manageable 20 to 30-minute sessions followed by interactive Learning Activities.

We'll share the tools used within D2L to guide students through problem-solving steps, provide example solutions, and offer diverse help options, including videos and instructor support. This flexibility allows students to work in comfortable environments and seek help even when they're not in class, enhancing motivation and ownership of learning.

Join us as we explore practical strategies to leverage technology in making math education more accessible, engaging, and inclusive for all students.

Facilitator: Judith Roth, BEng, MEng (She/Her)

Description:

These days, through UDL and other accessibility initiatives, more and more of the college community understands how important it is to celebrate the wide diversity in students’ minds, ways of thinking, and emotional lives. But one commonly unrecognized resource in creating inclusive college classrooms are staff who are neurodivergent themselves.

Neurodivergent faculty and student support workers have been meeting monthly since March 2024 in the Divergent Minds Community of Practice to explore the gifts that we bring to our work, the challenges of inaccessibility in our own working lives, and the unique ‘insider’ perspective that neurodivergent college staff have around how to create school environments where neurodivergent students can belong. This workshop will share some of the most common themes from our discussions around what learning and working spaces that affirm diverse minds can look like.

Facilitator: Kate Klein (they/them), Professor, Transitions to Post-Secondary Education (TPE)

Description:

Hear from our students regarding what equity, diversity, inclusion, and indigenization mean to them within the context of their learning. How do they recognize these concepts in their courses? How are students' learning and assessment experiences supported and enhanced through their application? Where time permits, ask the students on the panel for their ideas and suggestions on how our classes and practices can become more inclusive, making way for their continued academic success. 

Facilitator: Silvia Caicedo (she/her), Valerie Scovill (she/her)