Pre-Conference: Monday, May 3, 2021

Two sessions will be offered from 9 a.m. – 12 p.m. and 1 – 4 p.m. 

Dr. Laura Lunsford, PhD, Professor and Chair, Psychology, Campbell University

Through the mentoring looking glass: Effective graduate supervision

Enhance your mentorship efforts in this interactive, research-based, thought-provoking workshop. This session will explore the key behaviors of effective mentorship by relationship stage. Learn from your peers in an inclusive, fun and supportive environment where you will learn how to recognize and reduce dysfunctional interactions and enhance optimal, motivating interactions. You will leave with the ability to leverage frameworks to enhance your learning conversations through mentorship.

At the end of the workshop, you will learn to:     

  • Identify signature behaviors needed at each relationship stage for effective supervision and mentoring
  • Describe the elements of resilient mentoring/supervision relationships
  • Describe how to recognize and reduce mentorship dysfunction
  • Identify and navigate ethical obligations and tensions

Day 1: Tuesday, May 4, 2021

Opening remarks and keynote: Dr. Laura Lunsford | 9:00 – 10:50 a.m. 

  1. The role of mentoring in collaborative experiential learning

    E. Buonocore, A. George

    This session explores the role of peer mentors in collaborative experiential learning projects. It discusses how mentoring enhances the experiences of both students and their peer mentors, which can be relevant to any course. Participants will engage in discussion on the ways mentors can engage diverse students.

  2. Moving from supervising to mentoring: Working with TAs

    K. Grant, L. Fedoruk, A. Arshad

    This session aims to introduce a framework for working with teaching assistants (TAs) that links past and present research. We will develop practical, flexible strategies for instructors to progress from supervising TA work to mentoring graduate students. We welcome instructors and graduate students to join the conversation and provide feedback.

  3. Creating a mentorship culture with postdoctoral scholars and graduate students

    A. Wurz, C. Din, J. Daun, N. Culos-Reed

    Effective mentorship supports wellness, sense of belonging and career progression. We developed a formal mentorship program for postdoctoral scholar (PDS) mentors and graduate student mentees in our faculty. Lived experiences with this mentoring program will be shared from four perspectives: PDS mentor, research assistant/graduate student mentee and program leads.

  4. Professor emeriti: A "neglected" mentor on postsecondary campuses

    S. Hirst, R. Stares, C. LeNavenec

    Retired faculty members are an underutilized resource that can enhance work and student life on campuses. This session is structured as a conversation between current postsecondary campus stakeholders and emeriti faculty members. The aim is to stimulate discussion about how emeriti faculty members may contribute as mentors on postsecondary campuses.

  5. Mentorship opportunities in virtual communities

    J. Fiddler, K. Beamer, G. Blackman

    How can online spaces create opportunities for mentorship? We'll consider this question by exploring two initiatives piloted in the Werklund School of Education: a virtual community providing support for graduate students applying for research ethics, and a digital conference showcasing graduate research for audiences including pre-service teachers and practising educators.

  6. Teaching through land-based pedagogies: Mentorship to deepen student learning

    J. MacDonald, A. Hanson

    Land-based opportunities are a way to prioritize Indigenous knowledge in postsecondary learning. In this context, the land is the first teacher. This presentation shares findings from a research project investigating student experiences with land-based learning and discusses best practice across disciplines to mentor students for deep experience with the land.

  7. Double-entry journals as a reflective tool for mentorship in co-operative education

    R. Braun, H. Kehoe

    Co-operative education scholarship identifies mentorship as a benefit of student placements. As a former co-op staff member and student, we used double-entry journals as a reflective tool to strengthen our mentoring relationship and success. Participants will learn about the double-entry journal method and reflect on how to adapt it into their own student–supervisor contexts.

  8. Mentoring student athletes in higher education: Lessons learned from research and practice

    J. DeVita, A. Blakewood Pascale

    In this session we will explore both research and programming related to mentoring student athletes in higher education. We will discuss the ways in which faculty and peer interactions, coaches’ demands and sport participation affect the social integration and goal commitment of student athletes in higher education.

  9. Mentoring behaviours that support Indigenous scholars’ success

    C. Barnabe, A. Murry, L. Crowshoe

    Informed by a comprehensive literature review and through consensus with Indigenous faculty, additional domains of mentorship behaviours to support Indigenous scholars have been created. This workshop will review tenets of these mentorship practices and provide an opportunity for participants to promote these approaches and practices in their own mentorship responsibilities.

    Please note: this session is 75 minutes and will run until 12:15 p.m.

Lunch break | 11:45 a.m. – 1:00 p.m.

All of the following sessions are offered once from 1 – 1:25 p.m. and then once more from 1:35 – 2 p.m.

  1. Learning by example: The role of mentorship in pre-service teachers learning about assessment

    B. Paris, K. Koh

    Little is known about when and how pre-service teachers gain assessment knowledge during their initial preparation program. In this session we will facilitate a discussion on the role that mentorship plays in pre-service teachers’ development of assessment knowledge and how this can also impact learning across disciplines.

  2. Co-teaching and mentorship of information literacy and research skills

    R. Bene, J. Murphy

    What might a peer co-teaching and mentorship opportunity between an instructor and librarian look like? The presenters will describe their experiences as undergraduate course co-facilitators in higher education. Benefits to students include an additional mentor available in the course to contribute to student information literacy skill development.

  3. When teaching becomes mentorship: Authentic practice as mentoring in the supervisory relationship

    G. Blackman, J. Field, K. Francois

    This presentation addresses mentorship in higher education through analysis of teaching and learning within the graduate student supervisory relationship. We discuss the results of a co-inquiry where we conducted in-depth interviews with 16 graduate students. We consider how the peculiarities of individual supervisory relationships indicate the characteristics of effective mentorship.

  4. Mentorship for an accessible learning environment

    A. Chaudhuri

    This roundtable will explore peer support available at a Disability Resource Centre. The discussion will focus on two questions: What should be some of the outcome measures for a university-level mentorship program that aims to nurture creativity and productivity among differently abled learners, and how should they be measured?

  5. Rethinking mentorship: Seeking a balance between needs and expertise

    S. Dewell, K. Dhaliwal, K. Benzies, C. Ginn, S. Hirst, K. King-Shier

    Prospective PhD students are typically encouraged to search for a supervisor whose research area matches their own research interests. A precise match may not be possible. In this session we will discuss rethinking mentorship strategies to address student needs and foster disciplinary diversification in the context of the nursing discipline.

  6. Making teaching communal: Peer mentoring through teaching squares

    R. Friedman, A. George, D. Vijayan, M. Li

    Teaching can often seem like an independent endeavour. Exchanges surrounding teaching practices, challenges and experiences can lead to an increased sense of community and a fruitful exchange of ideas and perspectives. This session discusses the practice of teaching squares as a venue for this type of engagement and as a mentorship opportunity.

  7. Enhancing student–preceptor relationships

    Z. Shajani, M. Kirkpatrick

    In nursing, the preceptorship experience is the primary method for socializing students to the profession. In this interactive presentation, we will engage the audience in discussion related to student preceptorship experiences and pose questions on factors that contribute to positive experiences, exploring effective strategies and collaborative opportunities to enhance preceptorship experiences.

  8. Fostering students' sense of well-being: The role of a community mentorship program

    J. Cohen, J. Secreti

    The Scholars Academy Mentorship Program pairs undergraduate students with community members who can facilitate personal and professional growth. This session, co-facilitated by a participant, will describe how this mentorship program supports students’ sense of well-being at university. We will also illustrate how a survey is used to pair individuals.

  9. Exploring the transition of health workers from students to professionals

    M. El Hussein, S. HIrst, R. Stares

    This presentation has two objectives: To discuss the barriers that contribute to reality shock for nurses and social workers upon moving from academic studies to employment after graduation, and to explore the contribution of mentoring in the transition to full-time employment.

  10. Mentorship in field education: Innovative models

    J. Drolet, C. Walsh, G. Charles

    Social work field education in Canada is in crisis. There is an urgent need for education programs to re-vision how the profession prepares the next generation of social workers. Participants will learn about how a new SSHRC-funded, multi-university partnership project is creating opportunities to develop promising practices for integrating research training in social work practice. Training and mentoring activities will be discussed with a focus on digital storytelling.

  11. A signature pedagogical approach to teaching entrepreneurship education

    H. Peschl, R. Peschl, N. Larson

    We describe an innovative pedagogical approach that can facilitate teaching and learning of entrepreneurial thinking skills by utilizing the following non-traditional pedagogical methods: the flipped classroom, experiential learning activities, integration of mentors and use of an open educational resource.

  12. Unstable ground: How mentorship altered our view of experiential education

    C. Whidden, C. Main

    As instructors in business and education, we incorporated active learning through a collaborative mentorship model. Through this model, we successfully improved student engagement and experience, advancing the concept that collaborative mentorship at the postsecondary level improves both student experience and the research and teaching community as a whole.

  1. From four to thirty: Growing a provincial learning partnership

    A. Burns, L. Hill, D. Kapoyannis, R. Bright, E. McNeilly, C. Weir

    The Provincial Field Experience Working Group is a multi-institutional learning partnership that came together in 2015 and now comprises more than 30 members. In this session we describe the aims, goals, growth and elements of success of this learning partnership.

  2. Falling into mentorship: A non-traditional mentorship perspective in higher education

    P. Kelly, R. Squance

    In this session we examine non-traditional/unidentified mentorship, present an authentic example and facilitate participant reflection to identify their own non-traditional/unidentified mentorships, as mentor or mentee, and further develop these with purpose and intention.

  3. A collective model of mentoring and reconciliation

    Y. Poitras Pratt, S. Bodnaresko, M. Scott, S. Meade

    As a collaborative mentorship group of Indigenous and non-Indigenous researchers, the presenters will share their successes and challenges in working together in ethical spaces. During this 45-minute interactive session, participants will create a list of essential questions focused on reconciliation to help identify possible mentoring opportunities within their own lives.

  4. Interdisciplinary faculty mentoring for impactful place-based pedagogy

    A. de Koning, J. McArdle

    Meaningful peer mentorship conversations across disciplines can unleash innovation in implementing place-based, experiential pedagogy and help us impact student learning in new ways. Faculty have shared goals, yet disciplinary jargon and siloed practices create barriers. In this workshop, together we will integrate our disciplinary vocabularies to create a framework of languages and practices for place-based learning. 

  5. Curriculum-embedded informational interviews help students procure mentors

    D. Rancourt, R. Klopp

    Mentorship is essential for career success. However, mentorship programs are resource intensive. We suggest another approach: Make the students procure the most suitable mentors by embedding informational interviews (IIs) into curriculum. In this workshop, we will discuss how students can find and connect to potential mentors through an II assignment.

  6. Towards an integrated faculty mentoring program at a research university

    C. Gibson

    A faculty mentoring program at a research university poses opportunities for building community around teaching practices and creating interdisciplinary conversations. This session presents one model for building interdisciplinary mentoring cohorts and discusses the benefits to mentors, mentees and students. Participants are invited to reflect on extensions or adaptations of this model for their own institutions.

  7. The duality of mentorship: An exploration of meaningful mentorship relationships

    S. Schechtel, Y. Carpenter, V. Mozol

    Recognizing the impact of a mentorship relationship requires considering multiple perspectives. These perspectives provide insight into mentorship and also highlight the complexity. This session will introduce a new co-analysis model to highlight the importance of utilizing joint feedback between the mentor and mentee to assess and adapt mentorship practices. 

  8. Activating prior knowledge: Leveraging peer mentors in the classroom

    A. George, R. Friedman, E. Buonocore

    Students arrive in courses with preconceptions and ideas about subject matter. This prior knowledge can be beneficial or detrimental to their learning. This session presents research on prior knowledge in diverse classrooms and ways that mentors can activate this knowledge in strategic ways to increase learning.

  1. A rapid systematic review on inquiry-based learning and trust in higher education

    N. Beltrano, B. Archer-Kuhn, S. MacKinnon

    A rapid systematic review was completed to enhance our understanding of risk, trust and early engagement in higher education inquiry-based learning (IBL) environments. Minimal results revealed how trust is developed. Mentorship is required at every level of IBL to encourage students to risk and trust in the classroom.

  2. Help: Am I a coach, preceptor or mentor?

    R. Stares, S. Hirst

    "Mentor" is a buzzword in postsecondary education. How does it differ from similar concepts? A literature review was conducted on the concepts of coach, preceptor and mentor. The researchers, using concept analysis, identified the characteristics of each term. Sample cases from campus life illustrate the concepts.

  3. Knowledge production of undergraduate disabled students: Perspectives of disabled students

    A. Lillywhite

    Knowledge production, including research, is important to the undergraduate student experience, which includes undergraduate disabled students. Our study aims to better understand the reality of disabled undergraduate students as knowledge producers. Our findings suggest the need to change how research is taught at the undergraduate and high school student level.

  4. Graphic representations of three researchers’ mentoring relationship

    L. Stowe, R. Huh, S. Meghji

    Using the DEAL model of critical reflection as a method for collecting insights and thoughts about our shifting mentor–mentee status, this poster graphically represents the mentoring relationship that was developed between two student research assistants and a faculty member while developing a peer-mentoring observational protocol at the University of Calgary.

  5. How peer mentoring affects student experiences in the classroom

    M. Arcellana-Panlilio, T. Rehman

    This poster features findings on how peer mentoring students in a second-year cell and molecular biology classroom affects students’ mindsets and perceptions regarding teaching and learning. Emphasis is placed on the impact of peer mentorship on students’ views regarding collaboration and their sense of community.

  6. Indigenous students' involvement in a photovoice study: Opportunities for mentorship

    C. Jeffs, S. Beatty, A. Hayden

    Indigenous students participated in a photovoice study to explore their learning perspectives at the University of Calgary. Students were mentored by the research team in the photovoice methodology, and students mentored each other in their development as co-researchers. This presentation identifies the shared learning and considerations for future mentorship.

  7. Fostering collaborative relationships for teaching and learning mentoring

    I. Barrette-Ng, L. Nowell, S. Anderson, M. Arcellana-Panlilio, B. Brown, S. Chalhoub, T. Clancy, P. Desjardine, A. Dorland, P. Dyjur, K. Mueller, L. Reid, R. Squance, J. Towers, G. Wilcox

    To support approaches to initiating and fostering mentorship, we created the Mentorship Guide for Teaching and Learning. It explores evidence-based practices to initiate, sustain and assess mentorship relationships. Participants will be given a copy of the guide and invited to conceptualize how to use it in different contexts.

  8. From students to instructional designers: A three-year collaboration in creativity

    Summers, Fernandes, Handy-Hart, Kulle

    We will present a three-year student–faculty collaboration to promote student creativity, collaboration and development of communication skills. Student presenters will discuss their experience transitioning from students to peer mentors to SoTL undergraduate researchers, and we will share how we co-designed a new assignment and collected evidence of creative development.

  9. The development and evaluation of a longitudinal advisor program in medicine

    T. Wu, A. Sandhu

    Medical trainees currently lack longitudinal mentorship, leaving the onus on them to navigate academics, career decisions and emotional stresses of medicine on their own. To address this gap, we designed and are studying a novel faculty advisor program, with the goal of empowering our trainees to optimize their educational experience.

  10. Building bridges to success: Dual perspectives from a mentor and mentee

    C. Pontifex, M. Arcellana-Panlililo

    Learning how to establish successful and mutually beneficial mentorship relationships in SoTL increases opportunities for teaching and learning inquiry. Two mentor–mentee partners engaged in SoTL inquiry elaborate on their respective experiences and perspectives while collaborating on a SoTL lesson study.

  11. Group mentoring in geoscience: Guiding students to explore societal connections

    J. Cuthbertson, C. Paton

    Group mentoring between a single instructor and a group of students in a geoscience class was accomplished through the development and implementation of a role-playing activity. We share how mentorship by the instructor guided the students in deepening their empathy for the complex societal impacts of living near an active volcano.

  12. Peer mentoring in higher education: Experiences from a graduate research journal

    B. Paris, G. Blackman, J. Woodend, L. Barrantes

    In this poster session, participants will learn about an academic journal run entirely by and for graduate students that is founded on a peer-mentorship model. We will showcase how explicit peer mentorship has shaped the journal and provide takeaways for supporting student development in co-curricular initiatives.

Day 2: Wednesday, May 5, 2021

Keynote: Dr. Lorelli Nowell and poster award presentation | 9:00 – 10:50 a.m. 

  1. Exploring the impact of learning analytics on learning and mentorship

    S. Bartolic, L. Chang

    Learning analytics can help instructors deliver personalized feedback to students at scale. However, their effects on mentorship are less studied. This presentation shares the preliminary findings of a pilot project that explored students’ experiences with learning analytics and the development of instructor–student mentorship networks in the classroom.

    (45-min session)

  2. An Indigenous peer-mentor model: A decade of Neechiwaken

    C. Loewen

    This presentation will provide an overview of the development and implementation of an Indigenous peer-mentor program. Based on a decade of coordinating the program, the presenter will share insight into the Indigenous student experience, explain the incorporation of theories of student engagement, and involve participants in a simulated monthly meeting.

    (45-min session)

  3. Mentoring with integrity: How interdisciplinary collaborations promote academic integrity

    S. Eaton, N. Chibry, E. Kurz

    Join us for an interactive session as we explore how mentorship helps build a campus culture of academic integrity. Learn how mentorship supports students, academic peers and other stakeholders. In this session we create space for participants to reflect on how they can both mentor others and be mentored too.

    (45-min session)

  4. Mentorship between discipline-based education specialists and faculty

    W. Code, A. Welsh

    This session will explore the reciprocal nature of mentorship in faculty development in the context of discipline-based education specialists embedded in a department to partner with faculty on teaching and learning projects. Participants will be invited to compare and reflect on this model relative to their own experiences.

    (45-min session)

  5. Performing mentorship in collaborative research teams

    C. Chasse, N. Armos

    How can research teams develop reciprocal and meaningful mentorship relationships, especially when connecting online? Join us for preliminary findings from our national research project proposing that conceptualizing mentorship as performance can help teams reflect on and enhance their mentoring relationships, and artfully explore how you perform mentorship in your own practice.

    (45-min session)

  6. Mentorship pathways: A pilot undergraduate learning assistant program in a transnational institution

    F. Kalu, D. Pirani, M. Blanco

    Our session will describe the process and benefits of establishing an undergraduate learning assistant program, and will share preliminary results from participants in our program.

    (45-min session)

  7. Welcome to my classroom: Teaching and learning challenges think tank

    M. Arcellana-Panlilio, C. Din, B. Brown, C. Baum

    To encourage colleagues to develop mentoring relationships, four institutional-level teaching award winners invite you to a teaching challenge think tank. Four challenges spanning different disciplines will be described and collaboratively examined. By brainstorming innovative solutions to each challenge, participants can make connections with new educators and build teaching and learning networks.

    (75-min session)

  8. Mentorship through shared experiences in a community of practice

    J. Adams, J. Cuthbertson, F. Jalilehvand, M. Summers, K. Turner, R. Kelly, C. Paton

    The inclusion of students in a science faculty community of practice focused on creativity in STEM teaching and learning has made the group’s collaborative practices more relevant and meaningful in fostering teaching transformation. In this session we offer a framework for collaborative mentorship in a community of practice, describe the group’s creative projects, detail student involvement in the co-generation of new learning activities in several courses, and engage participants in modelling co-generative dialogues in a collaborative mentorship space.

    (75-min session)

  9. Leadership, SoTL and mentorship in a Teaching Scholars community of practice

    C. Din, H. Alharbi, M. MacInnis, A. Mardjetko, B. Archer-Kuhn, H. Jamniczky, M. Jacobsen (all authors contributed equally to this project)

    In this session, we will use a SoTL spectrum to examine and position each of our SoTL projects, and invite participants to explore and make connections with their own teaching and research.

    (75-min session)

  10. Developing networks for academic leadership development 

    L. Stawnychko, D. Marshall 

    Scholars interested in academic leadership roles need to develop skills and specialized knowledge to navigate a dynamic context and solve complex problems. This interactive workshop will begin with a 20-minute introductory presentation drawing on the results of a doctoral study. The participants will be invited to analyze the importance of having networks and to explore strategies to develop and nurture them. 

    (75-min session)

Lunch break | 11:45 a.m. – 1:00 p.m.

  1. Using stakeholder voices in curriculum reform to increase mentorship opportunities

    S. Bartolic, L. Chang, H. Craig

    Underdeveloped or negative relationships between students and instructors reduce opportunities to form mentorship networks in and outside of the classroom. This presentation shares findings from a curriculum renewal project exploring how to better establish mentorship opportunities within a program to improve students’ preparation for further education and/or career readiness.

  2. Mentorship and innovation in an integrated learning system

    Y. Jazayeri, L. Behjat, R. Paul, M. Potter

    This session will profile an initiative in our department to redesign the approach to student learning. More specifically, we will profile how we encouraged mentorship through learning communities, and utilized student–TA relationships and active learning to unleash innovation and entrepreneurship.

  3. Enriching teaching and learning across disciplines through peer mentoring

    C. Din, W. Bridel, M. MacInnis, J. Smith

    Peer mentoring in higher education can strengthen our teaching practices and sense of belonging (Barrette-Ng et al., 2019). We will explore the leadership skills and learning activities used to develop a cross-disciplinary peer mentoring network and share the resulting collegiality, support and professional vitality it enabled

  4. Reciprocal mentoring as a method to enhance doctoral success

    A. Mardjetko, C. White Prosser

    Navigating deadlines and unfamiliar processes at times may feel isolating for many doctoral students. While encouraged by their supervisors, the doctoral journey is one that students must discover and navigate alone. This interactive session explores mentoring relationships to mitigate this isolation, through the sharing of personal perspectives and experiences.   

  5. Intercultural co-mentorship for Indigenization of academic programs

    K. Black, H. Bair, D. Lertzman, L. Crowshoe, Q. Sun

    Mentorship is present in our Indigenous strategy committee work in multiple ways. Through its multi-generational, intercultural membership our committee members have engaged in co-mentorship. In this session, we share our roadmap for Indigenization of academic programs and lead participants through an interactive dotmocracy process to begin the work of Indigenization.

  6. Insight conversations: Asking, advising and addressing conflict

    M. Jull

    Relationships between mentors and protégés are full of conversations that can be sensitive and difficult, requiring important skills such as reflecting, giving honest feedback, asserting boundaries and providing encouragement. Participants will be introduced to the Insight model of decision-making, explore the strategies of an Insight conversation, discuss the balance between giving advice and helping others find their own answers, and explore ways to address conflict in a mentoring relationship.

  7. Exploring the impact of peer mentoring among faculty members for quality supervision

    H. Alharbi, M. Jacobsen, L. Taylor, L. Bairstow

    Creating mentorship opportunities for faculty members is essential to enhancing graduate supervision skills. In this presentation, we report on faculty experiences and engagement in the Quality Graduate Supervision MOOC, the approach to peer mentorship in an interdisciplinary learning community, and the impact of online faculty development on graduate supervision practices.

  8. Mechanisms of mentorship for supporting CUREs (course-based undergraduate research)

    K. Loy

    This presentation will take a scholarly and heuristic approach to articulating the advantages that faculty communities of practice and student research coaches can stimulate via course-based undergraduate research experiences (CUREs).

  9. Storying Indigenous mentorship relationships: Exploring a pedagogy of resilience

    G. Lindstrom

    Utilizing my mentorship experiences with undergraduate student research assistants through both a federally funded research study and community education project, I invite participants to reflect on the ways that academic mentoring relationships can act as a pathway toward Indigenous self-determination in research relationships. By better understanding Indigenous mentorship, we can work towards a vision of equitable research relationships.

  10. COVID Coffee Chats: Showcasing online and blended learning practices during COVID-19

    A. Wright, L. Anselmo

    In this presentation, we share our experiences hosting COVID Coffee Chats, a limited-release podcast series through which students and educators alike shared their experiences of teaching and learning during the first wave of the pandemic. We found that the series created a sense of community and connection where folks were able to express themselves and UCalgary community members could learn from one another as we were all "in it."

  1. Facilitating peer learning and mentorship through liberating structures

    O. Robinson

    Liberating Structures (LS) is a recent innovation that promises to engage all students, liberate course content, foster creativity, spark individual brilliance and tap into collective wisdom. This workshop provides hands-on experience using LS activities, with suggestions for how they can promote in-class collaboration, mentorship and full engagement of students.

  2. Storyboarding to refine projects and recruit mentors

    D. Rancourt, C. Swytink-Binnema

    Storyboards — graphical descriptions of ideas — help refine career ideas and find mentors. We introduce students to entrepreneurship by challenging them to build their interests into a business model and present it via storyboarding. They share their storyboard with an experienced professional, ask for advice, and pivot to improve their prototype.

  3. Promoting equity, diversity and inclusion through peer mentorship and game play

    L. Behjat, E. Marasco, W. Gatti Junior, M. Eggermont, B. Kim

    Discussions around equity, diversity, and inclusivity are difficult in any setting. In this session, we will introduce a collaborative game to facilitate these discussions, discuss the efficacy of gameplay as a tool for opening difficult conversations, and explore how to design games to increase empathy and improve the mentor–mentee relationship.

  4. Health educators' perspectives on mentoring to address professionalism challenges

    S. Sayed, D. Keegan, N. Viceer, J. de Groot

    Addressing professionalism challenges in clinical environments is often difficult and stressful. Mentoring, coaching and intentional role modelling may support mentees in developing new strategies that aid in professional identity formation. In this interactive session we will explore how mentoring/coaching can help to address professionalism challenges, and the steps required to develop productive mentor–mentee relationships in the clinical environment.

  5. The mentoring of course instructors in a mandatory Indigenous education course

    E. Lacerda-Vandenborn, J. Markides, A. Hanson, J. MacDonald, Yvonne Poitras Pratt, Patricia Danyluk, A. Van Rosendal

    This presentation considers ways to enact the relational, oral, experiential and ethical calls of Indigenous work in the online delivery of a mandatory course in Indigenous Education. Challenges and reflections on practising the epistemological and ontological foundations of the course and creating an environment of mutual support and learning are considered.

  6. The power of peer mentorship: Promoting graduate student well-being

    H. Pethrick, T. Clancy, E. Oddone Paolucci, L. Nowell, L. Lorenzetti,  M. Jacobsen, T. Christie, D. Lorenzetti

    Graduate students often experience significant stress, anxiety and depression. In this session we describe the development and evaluation of an interactive workshop to encourage graduate student engagement in peer mentoring as a means of promoting mental well-being. The implications and transferability of study findings in other contexts will be discussed.

  7. Mentor-morphosis: Navigating through cycles of learning and self-exploration in higher education

    T. Okabe, J. Long, B. Strean

    What makes a good mentor? How do mentor relationships change over time and to what effect? In this session we will lead participants through a peer and group discussion–based workshop, providing exemplary practices as we have learned and experienced them, and exploring the process of what we refer to as mentor-morphosis.

  8. An ecofeminist deconstruction of STEM culture and the effects on STEM mentorship relationships

    R. Paul, L. Behjat, R. Brennan, M. Eggermont

    In this workshop we will foster a discussion on best practices for an inclusive STEM learning environment and mentorship relationships as informed by ecofeminism. We will examine the pervasive masculine culture in STEM, and learn from ecofeminism to examine and deconstruct the dualism between humans and nature.

  1. Student and employer perspectives on the role of mentors in internship

    M. McDonald, R. Wilson-Mah

    Student mentorship and associated psychosocial factors are significant for student success. In this session you will learn about a qualitative study designed to explore undergraduate student experiences with mentors in the workplace. The session will include a participatory activity on appropriate student mentorship development strategies; for example, role modelling, mentors and friendship.

  2. Integrating mentorship in workplace-integrated-learning curriculum

    S. Johnston, M. Glancey

    Faculty leading practicum and capstone courses identify that integrating mentorship and coaching into curriculum supports students more successfully through the transition from postsecondary education to their career. Ongoing mentorship is indicative of the continued learning evolution. Session participants will engage in facilitated discussions involving reflection and sharing of best practices.

  3. Disrupting the hierarchy: Mentoring graduate students as co-educators

    F. Aparicio-Ting, D. Slater, D. Urrego, H. Pethrick

    Effective mentorship between course instructors and graduate teaching assistants (GTAs) can enhance course outcomes, build capacity for learner-focused teaching, and shift the traditional instructor–GTA hierarchy. This session shares our approach to mentoring GTAs as co-educators within the context of a challenging undergraduate honours thesis course in the health sciences.

  4. An ecosystem approach to mentorship among students with autism

    D. Nicholas, K. Lowe, P. Dwyer

    Postsecondary education can be challenging for individuals with autism. Student engagement and a holistic approach to teaching may contribute to educational success. This presentation will offer an “ecosystem approach” in optimizing campus life and learning for autistic students. Strategies to support students with autism will be offered.

  5. Undergraduate researcher as partner: Exploring the mentee-mentor experience

    C. Din, L. Laidlaw

    Mentoring conversations and the reflective work underpinning them will be described by an undergraduate researcher and his mentor. We will weave our perspectives across the student-as-partner framework (Cook-Sather et al., 2014). Session participants will be invited to explore and reflect on the potential of this mentorship approach.

  6. "You are ready": The role of mentorship in preparing international students

    A. Chaudhuri, S. Bhowmik

    As international doctoral students, teaching assistants, tenure-track and tenured faculty, and mentors at postsecondary institutions in Canada, we present autoethnographic accounts on mentoring. This presentation discusses effects of listening to student narratives to decipher a mentoring journey that is responsive and serves as a safety net.

  7. International mentorship in higher education via a doctoral research seminar

    S. Tipping, L. Barrantes, P. Tussler, C. Ostrowski, S. Roy, M. Simmons

    University of Calgary doctoral students and professors involved in a unique International Doctoral Student Forum mentoring experience, focusing on the theme of “Transforming Pedagogies and Diverse Learning: Empowering Identities and Changing Societies,” will highlight their perceptions and experiences working with international colleagues from universities in Australia and China.

  8. Equitable practices for mentoring across differences

    F. Usman

    This session discusses the challenges faced by Women of Colour pertaining to mentorship opportunities in academia. As part of a system that is centered in Whiteness, the presenter will share her personal account and discuss the lack of representation in academia, leading to limited mentorship opportunities for minoritized groups. Furthermore, inclusive practices to achieve meaningful mentoring will be discussed along with recommendations for building an active community of practice.

Conference closing | 4:15 – 4:30 p.m.

 

*Please note: All times are listed in MDT.