Evolved 2024

Facilitator: Dr. Kay-Ann Williams (she/her)

Format: 60 min In-person

Title: Use of Climate Solutions Simulation as Education Tool

Description: The term climate emergency is now almost ubiquitous. Our students for the most part have been exposed to the concept and have concerns that result in reserved hopefulness to outright despair. There is a need to expose the community/our students to the myriad of solutions currently available to meet global average temperature reduction targets set at the 2015 Paris Climate talks.

In this workshop I would like to share the EN-ROADS Climate Solutions Simulator as a tool to understand the complexities of the climate crisis and the variety of solutions available to assist in meeting the goals of the 2015 Paris Agreement. I would also like to discuss my experience in using this tool with students at the diploma and degree levels from a variety of programs especially as it relates to increasing their ability to navigate complex real-world issues.

The EN-ROADS Solutions Simulator has been developed by Climate Interactive, MIT Sloan Sustainability Initiative and Ventana Systems."

Facilitator: Dr. Mary Grogan (she/her)

Format: In-person & Online

Title: Navigating Professional Growth: The Power of Reflective Practice in Fostering Personal and Career Development

Description: This session invites participants to explore reflective practice as tool for personal and professional growth.  It will outline the definition, the benefits and the challenges related to incorporating it as a professional practice to enhance continuous learning and development.  It has implications for leading effective learning spaces in the classroom and the workplace.

This session will highlight the importance of reflective practice in creating self-aware leaders who can improve communication and relationship skills to enhance team work. Research indicates that reflective leaders who gain insight into their own patterns of thoughts and behavior are more informed about their decision making and ethics. As well, they are more capable of developing healthy, dynamic and inclusive organizational cultures for productivity and success.

Facilitator: Salvador Garcia-Martinez, (He/Him)

Format: 60 min In-person

Title: ChatGPT Jam 2024

My name is Salvador Garcia. I have a background in Software Development, with a old-school specialization in A.I. I am also an expert in Educational Technology and a Researcher. Although I'm passionate about technology, I always try to remain impartial and grounded. Generative A.I. is the current trend, and I have been using it from the start, which has allowed me to develop quite a bit of expertise. My goal is not to convince you to use ChatGPT or not; rather, my goal is to help you learn how to use it correctly, so you don't fall behind.

In this workshop, we will create all types of prompts: some are simple, some are creative, and some are just designed to 'hack the system.'  I will provide all the guidance and feedback you need to push your limits, whatever they may be. Leave your tech inhibitions behind and join the game!

Participants must bring their own laptop for this session

Facilitator: Professor Karen Sinotte and Dr Eva Huang

Format: 60 min In-person

Title: Navigating Cultural Currents: From Sojourners to Immigrants Supporting International Students' Well-Being

Description: In this dynamic and engaging workshop, We'll share findings from our 2019 study funded by GBC Ignite then apply these insights to identify actionable steps for enhancing the well-being of our international student community. We'll dive into the multifaceted world of international student experiences. As educators, we play a pivotal role in fostering a sense of belonging and well-being for these students as they navigate the exciting yet challenging waters of studying abroad.

Key Takeaways  

1. Understanding the Journey: Explore the unique challenges faced by international students—from language barriers to cultural adaptation—and gain insights into their emotional rollercoaster and why mental health matters.  

2. Building Bridges: Discover practical strategies for creating inclusive classroom environments that celebrate diversity and promote cross-cultural connections.  

3. From Sojourners to Settlers: Explore the transition from temporary visitors to permanent residents. How can we empower students to thrive beyond their academic journey?  

Join us as we chart a course toward compassionate teaching practices, meaningful connections, and a brighter future for our global learners!

Facilitator: Stephanie McKean (she/her)

Format: 60 min In-person

Title: Navigating the Data Landscape: A Curriculum Upgrade

Description: In today's world, data drives decisions more than ever before, making strong data literacy skills crucial for college graduates – regardless of their chosen professional field. After coming back from two maternity leaves, with fresh eyes on my curriculum, I realized my brief coverage of reading graphs and central tendencies in my foundational math course fell short of fully integrating this essential skill.

In this session, I'll outline my strategic approach to enhancing my curriculum. Shifting from conventional mathematics application questions, we'll delve into valuable authentic scenarios. These carefully crafted case studies facilitate a deeper understanding of the previously designed course outcomes through the lens of data literacy.

By treating data literacy as a framework, we'll explore methods to prioritize it into our classes, without adding on to an already content-rich curriculum. Through engaging discussions and hands-on examples, participants will collaboratively brainstorm strategies for integrating data literacy into their respective courses, spanning diverse fields.

Join me in redefining data literacy as an integral component of college education, essential for navigating the complexities of our data-centric world.  

Facilitator: Valerie Scovill, Mandy Bonisteel, Jason Inniss and Silvia Caicedo

Format: 60 min In-person

Title: Teaching "human" in the age of AI

Description: According to Ken Steele (2024), "the 'AI generation' will need some uniquely human competencies to survive and thrive in the years to come – and higher education will need to rethink its academic programs, credentials, and even the purpose of education itself". As AI becomes more prevalent, dominating every aspect of our personal and professional lives, perhaps our responsibilities should evolve to the teaching of "human skills": critical analysis, communication, teamwork, adaptability, meaning making, trust building, commitment to learning, etc. Have we taken these skills for granted, and do we now have to shift toward strategically and specifically teaching these skills within, aside, and even instead of content?

Facilitator: Markus Grupp

Format: 60 min In-person

Title:  When Fake is Real: Leveraging innovative AI-generated & roleplaying scenarios to drive enhanced learning experiences

Description: Working in Design – like many other professional disciplines – does not happen in isolation; instead, it happens in concert with other humans: colleagues, clients, users and other stakeholders. As such, education must evolve to integrate technical skills with the interpersonal skills critical for preparing students for professional success.

This workshop will introduce the innovative pedagogical approach of using AI-generated and in-person “Wizard of Oz” scenario simulations that provide students with hands-on learning experiences to learn and practice critical interpersonal skills, such as communication, conflict resolution and stakeholder management. These simulations are simplified, but accurate models of real scenarios (based on research) that provide students the opportunity to take action, experience the results, and modify their behaviours in a safe, reflective learning environment.

Workshop participants will first be presented with an actual, engaging AI-generated video scenario simulation from a George Brown design course, to be inspired.    

Then, participants will work hands-on with a practical framework to workshop, plan and create a scenario simulation for their own respective class – relevant irrespective of discipline or subject.  

In this engaging and hands-on workshop, participants will be inspired and gain practical insights on using scenario simulations, including:  

1. Understand the importance of integrating interpersonal skills training into the curriculum;  

2. Gain insights into implementing AI-generated content to simulate real-world challenges in educational settings;  

3. Explore the application of Generative AI in creating realistic, immersive learning scenarios for students;  

4. Get hands-on with scenario simulations to enhance the development of essential professional skills

Facilitator: kate klein (they/them) & griffin epstein (they/them)

Format: 60 min In-person

Title:  Trust Students: a simple but radical rule for educators

Description: We teach in an era of heightened pressure to surveil and police students: data technologies that track learners’ every move; the confusion of identifying plagiarism as generative AI quickly becomes more sophisticated; increased demands on professors’ time that can lead some to feel as though students’ emotional and access needs are a burden instead of a mark of their humanity. In this workshop, we will argue that these pressures to police and surveil students can stress us out and make us lose sight of effective, connective pedagogy. Together, we will explore what can change in our classroom environment when we apply one simple but radical rule: “trust students”. We will think through how trusting students can reduce faculty stress and workload, increase academic integrity, and transform a number of concerns about classroom management, accommodations, extensions, and student engagement.

Facilitator: Riffat Faizan

Format: Online – Zoom

Title: Art of asking questions

Description: Designed to engage and challenge participants, digital escape rooms have gained popularity for their ability to foster critical thinking, problem-solving, teamwork, and content mastery in an entertaining and memorable way. In this session, we will embark on a journey that uncovers the potential of digital escape rooms as learning experiences. During the session, you will have the opportunity to participate in a digital escape room, engage in collaborative problem-solving exercises, work in teams to unravel mysteries, decode puzzles, and unlock hidden knowledge. Through this hands-on experience, you will witness the power of gamification and how it can create an exciting and engaging learning environment. Gain practical tips and resources for designing and incorporating digital escape rooms into your teaching practice or training sessions. Learn about simple tools to create your own digital escape room. Note: Participants are recommended to bring their laptops or mobile devices to fully participate in the interactive activities. No prior experience with escape rooms or game design is required.

Facilitator: Yasmin Mussaddeq (she/her), Elena Chudaeva (she/her)

Format: 20 min In-person

Title: Pressure Points: Building connections to real world and to real people through science

Description: Pressure is everywhere.  

The pressure of deadlines, the weight of responsibilities? Sounds familiar?  

What about hugs to alleviate emotional pressure?    

Why do we need to study pressure?    

There are many physical situations where pressure is the most important variable:  

• If you are peeling an apple, then pressure is the key variable: if the knife is sharp, then the area of contact is small, and you can peel with less force exerted on the blade.  

• If you get an injection, then pressure is the most important variable in getting the needle through your skin: it is better to have a sharp needle than dull one since the smaller area of contact implies that less force is required to push the needle through the skin. 

In this interactive presentation, we will explore the world of physics and demonstrate how the concept of pressure manifests in our everyday lives. We will focus on breathing. Breathing is a sign of life!    

How can we explain the physics behind breathing in a way that even non-physicists can appreciate?  Physics isn’t just about textbooks and equations, it’s about people (Yasmin + Elena = Elena + Yasmin), too. Scientific demonstrations and real-life examples help build human connections and engage with scientific investigations.      

We’ll bridge the gap between abstract concepts and relatable experiences by doing simple experiments and engaging in conversations with real people and not machines.

Physics connects us—to the natural world, to technology, and to each other. We’ll celebrate these connections. Join us and have fun with Physics! (No pressure)

Facilitator: Melissa Gallo (she/her) and Calvin Bill (he/him)

Format: 20 min In-person

Title: The George Brown Career Development Model

Description: Career development is a lifelong process and often is an expression of who you are and/or who you want to be at any given life stage. Our sense of self changes over time and develops as a result of various paid and unpaid work experiences, as well as general life experiences and roles (Super, D.E. 1990).      

Our Career Development Model (CDM) uses this leading career theory, as well as models from across North America, to utilize 4 non-linear themes as part of an individual's career development: reflect, connect, discover, create & develop. The CDM can be used in many ways, from individual self-development pathways to curriculum & program design/development and advising.    

Join us as we discuss how the Career Development Model promotes career growth and discovery within the context of George Brown's Human Skills Framework.       

Facilitator: Celina Costa (she/her)

Format: In-person & Online

Title: Ludia - Exploring UDL with AI

Description: In this 20-minute session, I will introduce LUDIA, a chat bot that combines artificial intelligence and natural language processing with the Universal Design for Learning framework. Created by Beth Stark (a leader in the world of UDL), LUDIA makes it possible for instructors to have 24-hour support in the implementation of the UDL framework to reduce or eliminate learning barriers.

During this session, participants will:

- Learn about LUDIA and its creators  

- Engage in hands-on activities designed to showcase LUDIA's efficacy in addressing diverse learner needs.

- Practice leveraging LUDIA to champion UDL principles within their own specific teaching contexts.  

By the end of this session, attendees will leave with an understanding of the transformative potential of LUDIA in promoting inclusivity and accessibility in their own teaching.    

Facilitator: Minoo Selseleh (she/her)

Format: 20 min In-person

Title: Cultivating Teaching and Learning with Generative Artificial Intelligence (GenAI)

Description: With the advancement of Generative AI marked by the introduction of ChatGPT as a milestone in December 2023, educators have formed diverse opinions on its application in teaching and learning. It is believed that integrating AI in teaching and learning can enhance students’ engagement and deepen their learning (Maloney, 2023). While some educators aim to adopt the same strategy to cultivate teaching and learning, its requirements remain unclear. This presentation will explore different ways AI can be utilized to cultivate teaching and learning. It seeks to bridge the gap by exploring the requirements for enhancing teaching through AI applications. Some of these requirements include discussing with students the prohibited and acceptable uses of generative AI (Maloney, 2023). Students need to learn how to ask meaningful questions from AI, which is the heart of all research and scholarship efforts (Maloney, 2023; Trumbore, 2023). It involves encouraging students to think critically about what questions they need to ask AI. Students should be reminded that they must not replace their own thinking, writing, and analysis with AI (Maloney, 2023). Students should be aware of situations where AI can misunderstand questions and generate completely wrong answers (Mollick & Mollick, 2023; Dianati, S. & Laudari, 2023. This presentation concludes by showcasing various AI platforms and their functions, which can be utilized for cultivating teaching and learning.

Facilitator: David Parker

Format: 20 min In-person

Title: Generation Z and Higher Education

Description: Generation Z, born mid- to late-1990s, has some significant characteristics that separate it from millennials. And while there is still some discussion on the start dates, this is the first generation who has grown up entirely with the Internet. iPhones were introduced in 2007. And because communication is through the Internet, people in Gen Z are in a state of always being on. They have also been affected by COVID-19 with the disruption in elementary and secondary school.  Among the characteristics that researchers have found are a greater care for others, recognition of diversity, a greater ability to collaborate, and non-hierarchical leadership. They have a greater flexibility to deal with digital devices and are also greatly concerned about climate change.  One article (Browne & Foss, 2023) points out much research on Generation Z was for elementary and high school, but comparatively little was done for higher education. One aspect the authors cover is VUCA (Volatility, Uncertainty, Complexity and Ambiguity). They write that the term originally described the situation that troops faced in the Vietnam War. They go on to suggest that the term is endemic for Generation Z.  

Bibliography  Browne, L., & Foss, L. (2023). How does the discourse of published research record the experience of Generation Z as students in the Higher Education sector? Journal of Further and Higher Education, 47(4), 513–527. https://doi.org/10.1080/0309877X.2022.2143257    

Facilitator: Dr. Leila Farzinpur (she/her)

Format: 20 min In-person

Title: Understanding Academic Writer Identity in the Age of Generative AI

Description: In my presentation, I will discuss the importance of academic writer identity in the context of generative AI. Reflecting on the conference theme and relevant questions, I will discuss how generative artificial intelligence affected my teaching practice and how I try to help students maintain academic integrity in the current context. I will draw on the five various aspects of academic writer identity (Burgess & Ivanic, 2010) and three simultaneous types of subject-positioning (Ivanič and Camps, 2001), emphasizing how AI can influence students' self-presentation in writing, potentially positioning them in a way that they do not prefer. Additionally, I will discuss the ongoing research I am conducting on academic self-representation, AI-powered writing, and voice.

Burgess, A., & Ivanič, R. (2010). Writing, and being written: Issues of identity across timescales.   Written Communication, 27(2), 228-255.

Ivanič, R., & Camps, D. (2001). I am how I sound: Voice as self-representation in L2 writing.   Journal of Second Language Writing, 10(1-2), 3-33.

Facilitator: Lazaros Simeon (he/him)

Format: Online – Zoom

Title: Metaphors Unleashed: How Generative AI Became Our Copilots

Description: This harmless experiment will explore the role of Conceptual Metaphors in our day-to-day understanding of generative AI. After this presentation, participants will be able to adopt a critical and creative approach to the integration of generative AI into their teaching practices.

Facilitator: Dorothy van Grootheest, Student Success Coordinator & Professor, George Brown College School of ESL; Yisra Alhaj Hussein, Success Coach, George Brown College School of ESL; Naiima Farah, Faculty Counsellor, George Brown College; Lara Lukaniuk, Faculty Counsellor, George Brown College

Format: 60 min In-person

Title: Stories Across Borders: The Power of Storytelling

Description: Every person has a story to tell, and stories connect us. This session will focus on the motivating potential of storytelling to build connections, foster community, promote wellness, and enable opportunities to co-create meaning and learning. As international and newcomer students from diverse backgrounds embark on their studies, locating oneself within this diversity may be challenging, thereby making it difficult to identify with others, and it is here that stories provide an engaging communication, identity, and connection tool. While enhancing self-awareness through guided narrative and artistic tools and materials, students can get to know their peers, exchange knowledge and culture, break down stereotypes, and build empathy and meaning with others.  Join us to explore how storytelling can be a powerful pedagogical tool for teaching and learning.

Facilitator: Laura Facciolo (she/her)

Format: 60 min In-person

Title: Glowing, Growing, and Generating: Optimizing Learner Feedback with Generative AI

Description: Effective feedback is one of the most powerful tools educators have to foster learner growth (Wiggins, 2012). However, the significant time and effort required to develop meaningful feedback can significantly impact its quality, timeliness, and efficacy, ultimately resulting in negative outcomes for both educators and learners. Through hands-on instruction, this session will guide participants through the process of using generative artificial intelligence (generative AI) to optimize the learner feedback process. In this context, “optimization” has several meanings: reduced feedback timelines, ensured feedback alignment with assessment criteria, enhanced feedback personalization, increased feedback clarity, and improved feedback usability.

Participants are invited to bring their analytic rubrics—which will serve as the foundation for automated alignment—to this session.

Together, we will utilize the “Glow-Grow” technique as a prompting strategy to guide the development of feedback statements within a structured framework.

Specifically, by the end of this session, participants will be able to:  

• Identify the key characteristics of effective feedback.

• Adopt the Glow-Grow technique into your feedback process.

• Generate meaningful feedback statements using generative AI.

Panel Presenters: 

• Somi Abalu (she/her/hers): Director, Student Rights and Responsibilities (Office of Student Conduct & Support & The CARE Team)  
• Jordana Baker: Student Conduct Advisor, Office of Student Conduct and Support. ​  
• Radamiro Gavira (he/him): Senior Manager, Human Rights & Equity, Office of Anti-Racism, Equity and Human Rights. ​  
• Alex Irwin (he/him) : Director, Student Well-Being and Support ​  
• Jason Inniss, Professor/Coordinator, CHCA ​  
• Melissa Maharaj (she/hers): Manager, Investigations & Security Operations, Public Safety and Security   
• Nyasha Size (she/her/hers): Student Conduct Advisor, Office of Student Conduct and Support.  
• Kaitlyn Van Osch (she/her): Senior Manager, Accessible Learning Services   

Format: 60 min In-person

Title: Faculty Strategies for Navigating Disruptive Situations

Description: This workshop is designed to offer proactive strategies and supportive guidance to faculty members enabling them to effectively manage both themselves and classes when faced with disruptive students or situations such as harassment or intimidation. During this session, we will explore the importance of co-creating strong community commitments and employing consistent communication techniques with students while implementing fair, flexible, yet firm boundaries and expectations. This event is a collaborative creation between faculty, and the offices of Student Success, Accessible Learning Services, Counselling and Wellbeing, Public Safety and Security, Office of Anti-Racism, Equity Human Rights Services, and Student Rights and Responsibilities. There will be definitive examples of policy-supported resources available for faculty to help students thrive and flourish and minimize the need for reactive measures.

Facilitator: Markus Grupp (he/him)

Format: 60 min In-person

Title: Transforming Online Learning

Description: In this innovative workshop, I will share how to elevate online university classes into engaging, interactive workshops using Butter.us. Aimed at faculty and instructional designers, this session will provide hands-on experience and practical strategies for leveraging Butter.us's suite of facilitation tools to enhance student engagement and participation in a virtual environment.

This workshop is designed to equip you with the skills necessary to effectively use Butter.us, an interactive online platform that enhances collaborative learning. You will learn how to utilize features such as breakout rooms, polls, and real-time feedback to create a more engaging learning environment.  

You will also learn techniques for facilitating interactive discussions in an online setting, ensuring that every student feels included and engaged, while accommodating students from diverse backgrounds and learning preferences to ensure everyone can actively participate and benefit from the online workshops.

This hands-on workshop will allow you to get hands-on taking you step-by-step to applying one of your existing lesson plans into an engaging dynamic, workshop-style Butter session that promotes active learning, student participation and instructor engagement.

Facilitator: Hugh Barnett (he/him), Ron Caughlin (he/him), Lucy Godoy (she/her), Bryan Heudier (he/him), Katrina Lagace (she/her), Dr. Patricia Mazzotta (she/her)

Format: 60 min In-person

Title: Reflections from the New Faculty Academy

Description: In this panel discussion, six participants of the 2023/2024 New Faculty Academy will share their insights having completed coursework in Outcomes Based Learning, Universal Design for Learning, Accessibility, as well as Diversity, Equity and Inclusion practices, and more.

Learning alongside each other in a cohort of more than 50 faculty, librarians, and counsellors, this group has established a community of inquiry and practice that has not only deepened their commitment to learner-centered education, but has also facilitated a space for the exchange of ideas and experiences that challenge existing paradigms while initiating new conversations on the direction of 21st-century pedagogies.

Questions to be discussed include: How has your teaching practice evolved in your new role? What new strategies are you employing in the classroom that have proven effective? How has learning in a community of educators changed your perception of your own teaching practice and teaching philosophy?