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Beyond the meet and greet: Making connections and building professional networking skills to enhance the student experience for first year university students
No full textKinesiology is a broad field of study. It encompasses many subdisciplines that can lead to professional careers within the allied health fields, in education, and in coaching and leadership. Professionalism and networking skills are essential in these careers and as a result are key learning outcomes within the kinesiology degree pathway. A series of in class activities helped students in semester one year one of their degree develop a 30 second professional pitch to introduce themselves, their interests in the field of kinesiology, and their future career aspirations. Students then attended the Foundations of Kinesiology Professional Networking Event with their class peers as well as invited guests that included faculty, staff, and leaders from the campus wide community. This presentation will provide an overview of the experiential learning activity, the assessment used for its evaluation, and a summary of the reported student experiences collected via a reflection assignment from the past two consecutive years
Connecting learning in university classrooms and science centers with perceptual illusions
No full textPerceptual illusions (the illusory experience of perceiving something that is not there or not real) are often used in university teaching to increase students’ curiosity in psychology and neuroscience. At the same time, perceptual illusions are frequently curated in science museums for informal education to generate the interest of lay audiences across ages in science. Despite being widely used and anecdotally effective in engagement, teaching with perceptual illusions in formal and informal settings often runs in parallel with little overlap.
This presentation presents an exploratory class project that bridges this gap: students enrolled in Perception class (200-level) at St. Thomas University engage in semester-long learning activities to curate resources on the science of perceptual illusions for a local community partner, Science East – the science centre of Fredericton, New Brunswick. Specifically, students work in groups on a chosen perceptual illusion and produce an infographic or a video explaining the science behind perceptual illusions to the general audience across ages by the end of the semester. Drawing inspiration from the Kolb’s Experiential Learning Cycle and recent examples of high-impact practices in higher education (Schwartz & Miller, 2020), students engage in structured learning activities such as visiting the science centre, reflecting on the visit, a guest lecture by the community partner, iterating with peers and the instructor, and presenting their products to the university community.
In addition to sharing the design considerations, this presentation will present the presenters’ observations and reflections on the project’s first and second implementations. Did we meet our objectives, and to what extent? What have we learned beyond what was intended? What were the obstacles, and how have we adjusted the course? What were the critical conditions for success (if success was met), and how can we improve? Final pondering thoughts will be discussed in the broader context, for example, how to engage community partners in experiential learning, and how to harness the possible overlap between formal and informal education by considering students as co-creators of teaching materials for others (Ribosa & Duran, 2022), how experiential learning might be structured to develop social metacognition - students’ knowledge of others’ knowledge, emotions, and actions (Chiu & Kuo, 2009)
Navigating the Emotional Labour of Teaching
No full text"Emotional labour" is a term that was first coined by sociologist Arlie Russell Hochschild (1983) to describe the process of managing outward expressions of feelings to fulfill the emotional requirements of a job. It involves wearing a "mask" that requires the suppression of negative emotions and the display of only positive emotions, regardless of one\u27s true feelings. Engaging in emotional labour can lead to lower job satisfaction and burnout (Humphrey, 2021). Considering emotional labour of teaching in this post-COVID time is particularly important because as emotional labour increases, occupational commitment to the teaching profession decreases (Yantao & Mingkun, 2024). This presentation aims to break the stigma and start the conversation about emotional labour, and help instructors see that there are hopeful pathways to reducing impacts of emotional labour. Attendees will learn: a) what emotional labour looks like in the context of teaching, b) its associated influences and impacts, and c) a set of strategies to redirect the energy and efforts used for emotional labour toward effective pedagogy and instructor self-care
Experiencing Positionalities, Privilege, and Powers: Ways of Activating Embodied Learning and Awareness in the Classroom
No full textThis workshop will engage participants in experiential and embodied activities to facilitate learning and reflection on positionality, privilege, and power and the ways in which these shape our everyday interactions and broader societal contexts. The conceptual framing, exercises, and reflection processes will support participants in better understanding their own positionality. We will explore how our intersectional identities shape our worldviews and, consequently, our learning and teaching. We intend to model and facilitate discussion around bringing anti-racist and anti-oppressive perspectives into our classrooms and other educational settings in practical and effective ways through experiential learning, play, and embodiment. In our experience, such holistic practices make room for more grounded engagement with and discussion of critical concepts in ways that bridge theory and practice. We are holding questions of what methodologies and practices can support us in slowing down and exploring our inner worlds, recognizing that these are intimately entangled with our external social and ecological landscapes and systems and essential to transformative change
Ubuntu-informed approaches to addressing plagiarism and the use of Artificial Intelligence in higher education
No full textWith more AI tools (e.g. ChatGPT) at students’ fingertips to assist in their academic writing, we address these questions:
1.What is the general understanding of academic integrity/ plagiarism of a group (n=80) of university students of African descent?
2.How can faculty be culturally relevant and responsive in their support of students who are grappling with issues of academic integrity/plagiarism and their use of AI?
3.How can Black students be empowered to use AI as a tool for academic writing?
To explore these complex issues we draw on the philosophy of Ubuntu. We refer to an electronic survey completed by 80 university students of African descent. We recommend Ubuntu-inspired pedagogical approaches to teaching and learning about plagiarism and the ethical use of AI tools that support students’ academic writing practices. We also point to issues of policy development on academic integrity
Cultivating Ecological Perspectives: Growing Nutrition and Foods Knowledge Through Relationship Building
No full textExperiential learning has been shown to improve student outcomes and enhance empathy, particularly in service-oriented professions such as dietetics. The "Just Gardens" project combines service learning, interdisciplinarity, and community involvement to support sustainable and culturally relevant knowledge sharing and learning. This presentation will: i). Share pedogeological approaches applied by the project to integrate community-based learning into competency-informed university courses; and ii). Share lessons learned and experiences from the university professors, community partners, and student perspectives. With funding from CEWIL (Co-operative Education and Work-Integrated Learning) Canada, students in the three courses co-learned and collaborated with community gardens and emergency food programs, through both in-person and virtual engagements, enhancing learning beyond the classroom setting
Chronicles
No full textMichael Greenstein reviews Cormac McCarthy\u27s last novel
Jerry White on Gen X Filmmakers and Star
Book Review: Big Questions, Worthy Dreams by Sharon Daloz Parks
No full textThis is a review of a book titled Big Questions, Worthy Dreams: Mentoring Emerging Adults in Their Search for Meaning, Purpose, and Faith, written by Sharon Daloz Parks. This review summarizes the key points from the book and how it can be a great guide for educators working with/for teens and community members to spark the imagination of young people and guide them in discovering purpose in their life