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Inclusive, Student-Centred Course Design in the Undergraduate and Graduate Context : Lessons from the P-12 Classroom
No full textAs an instructor of inclusive practices courses in a B.Ed. program, my extensive experience with implementing inclusive teaching practices with children, has facilitated my ability to provide student-centred postsecondary courses as I model the principles of inclusive education for emergent pre-service teachers and strive to ‘practice what I teach.’ In this way, my concurrent experiences as a classroom teacher and instructor in teacher education, offer me the unique perspective of instructor-practitioner. What I have learned and practiced as a public-school teacher has made me a more effective university instructor. Drawing on emerging literature on inclusive practices along with concrete examples from my practice, I will relate how I endeavor to include such pedagogical practices as formative assessment, choice boards, exit tasks, flipping the classroom, flexible grouping, scaffolded instruction, collaborative and interactive learning strategies, and use of exemplars to develop more inclusive and accessible course design, while maintaining high academic standards and expectations
Exploring the roles and responsibilities of non-Indigenous allies in the repairing the Treaty Relationship: How to educate ourselves and our students
No full textFor years at CBU, a small group of settler professors have been discussing what we should be doing for Treaty Day (October 1st) as an educational institution. Our Mi’kmaw College is closed this day, because many L’nu leaders travel to Halifax for Treaty Day events. Typically, the President’s office sends out an email about how “We are all Treaty People living under the Peace and Friendship Treaties”. Beyond that, little occurs apart from individual-efforts in a minority of classes. This is a lost learning opportunity for faculty, staff and students about our roles in the Treaty Relationship. But to what extent is it appropriate for non-Indigenous professors to lead on-campus Treaty Day events? This year we are trying a multi-step process beginning in mid-August, followed by a session one week before Treaty Day, and then an informal learning opportunity on Treaty Day itself. We will also begin offering sessions for faculty to discuss Indigenizing and decolonizing education. This talk will detail these efforts to more adequately ‘plant the seeds of knowledge’ for faculty about what it means to be treaty people and why healing the treaty relationship remains so crucial
Real-World Learning with Wikipedia: Engaging University Students in Research, Writing, and Information Literacy
No full textThis presentation will introduce WikiEdu’s Wikipedia assignment for university students, based on my experience of assigning it in two small undergraduate courses: one in world music and one in Celtic studies. By the end of this presentation, attendees will be able to determine the applicability of the assignment to their own disciplines and courses, having a clear sense of how the assignment works, how it is scaffolded, the nature of instructor and student supports, and its benefits and challenges. Teaching students how to evaluate Wikipedia articles for strengths and weaknesses, locate and summarize secondary scholarly sources, and edit existing articles has many potential benefits, including improved skills in critical information literacy, research, writing, editing, and digital tools. Assigning Wikipedia editing functions as a “real-world” assignment, increasing student engagement while providing students with a real-world audience for their work. WikiEdu provides a well-developed, supported, and scaffolded Wikipedia assignment for free. An extensive library of resources is provided for both instructors and students
Cultivating Inclusivity: Disruptive Strategies for Anti-Oppressive Education
No full textThis workshop focuses on equity and inclusive educational strategies that foster transformative pedagogies. The workshop will critically explore and problematize some current inclusive educational practices that appear to commit to inclusivity while reproducing power gaps and colonial pedagogies. The workshop is designed to 1) enhance educators’ critical dialogue about performative inclusive education, and 2) adopt anti-oppressive and anti-colonial pedagogies that support students’ sense of belonging, wellbeing, and representation in learning. The workshop content will draw on our scholarly, interdisciplinary, and intersectional work in post-secondary inclusive education and mental health at Acadia University, within Canada and internationally. We will invite participants to actively explore the sociocultural and sociopolitical forces that shape knowledge and impact all learners’ experiences and provide frameworks for the development of authentic educational practices that promote social justice
Community-based Mathematics Education in the Wabanaki B.Ed. Program
No full textThe Ugpi\u27ganjig Community office, Campbellton and Miramichi libraries, and cafeterias to classrooms at Mah Sos (Neqotkuk), Chief Harold Sappier Memorial Elementary School (Sitansisk), Esgenoôpetitj, Elsipogtog, Wejgwapniag (Gesgapegiag) schools, and UNB served as sites for Fall 2023 math course offerings in the Wabanaki B.Ed. Directed efforts to bring courses beyond a web delivery format took many shapes. Community visits extended beyond class gatherings to include math outreach in multiple elementary classrooms. Community engagement enhanced the voice of students. Assignments featuring place and local cultural contexts highlighted the significance of mathematics and one\u27s surroundings. For instance, the project component produced efforts ranging from quillwork to drum making to the building of structures. In summary, the community‐based component enabled deeper understanding of students and teacher alike with respect to context, while fostering the development of richer relationship building at personal and community levels. Among other benefits was the lessening of mathematical anxiety. Please join us as we unpack layers of this experience including its richness and challenges
Understanding Student Perceptions of Generative Text Artificial Intelligence in Writing Centres
No full textHave students ceded the process of academic writing to genAI? Have faculty, on students’ behalf? And what role do writing centres play? Since the advent of large language model (LLM) generative-text artificial intelligence (genAI) two years ago, writing pedagogy and student conduct have received enormous scrutiny. Institutions have responded to genAI by releasing guidelines, recommendations, information, and limited policy pieces. But questions abound regarding how faculty are actually regulating and discussing genAI tools with students in the classroom, and how students perceive and negotiate genAI in university writing assignments. Our study seeks to reveal answers to these questions, and especially where and how writing centres figure in. In this session, we will present on the development of our study, and early findings from our faculty survey
Fetus in Situ
Get PDF"Fetus in Situ” is a traditional flat-stitch Métis beadwork piece by settler-Métis artist and medical student Jamie Thompson. The piece measures 10.3 x 8.5cm and is handmade with size 15, 11, and 10 Czech seed beads, depicting a Black fetus with their head within a pelvic bone, about to be born. It considers the structural inequities that Indigenous, Black, and other people of the global majority (PGM) face in Canadian healthcare and in medical imagery. Considering that 30 percent of Canada’s population is non-white and encounters significant social barriers to healthcare access, the representation of non-white skin tones in only 4.5 percent of medical textbooks’ illustrations fails to represent a diversified population (Louie & Wilkes, 2018). In obstetrics specifically, Black women face a three-fold higher risk of death in pregnancy or childbirth compared to their white peers, and there is a studied need for anti-Black racism training and Black healthcare provider representation in obstetrics, a discipline which was founded on experimentation upon Black slaves (Statistics Canada, 2022., CDC, 2024).
Click on the PDF link under the image for the full description
Crossroads Interdisciplinary Health Research Conference Abstracts 2024: Moving Forward: Sustainable Approaches for Health
No full textAbstracts are organized in alphabetical order by the first author\u27s surname (click on the "HPJ_Crossroads_2024.pdf" on the right)
Closing and Acknowledgements
No full textAbstract
Thank you to all the reviewers, authors, and readers of HPJ!
A special thank you to Dr. Sara Kirk at HPI and Dr. Shaun Boe in the Faculty of Health for their continued support of HPJ.
Funding Support
Healthy Populations Institute
Editorial Board
Co-Editors in Chief:
ivan beck
Christie Stilwell (outgoing)
Managing Editor:
Julia Kontak
Section Editors:
Brittany O’Shea
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Editorial Board:
Dr. Hilary Caldwell
Dr. Phillip Joy
Helen Wong
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Book List: Young Adults and Imagination
No full textHere are eight young adult books for teens and young people to make them believe in the power of imagination. This reading list consists of books written by authors around the world