Conference schedule and sessions

Room: TI 148

Presenters: 
Ada Jaarsma (Mount Royal University), Brenden Ormandy (Mount Royal University ), Eli Buechler (Mount Royal University )

Abstract:
For this roundtable, we have two goals and one hope.  Our first goal is to draw participants into an exercise that seeks to defamiliarize “assessment” by casting a wide net around what counts as assessment-practices. This exercise, created by our small research team of two students and one instructor, makes the case for an unlikely premise: namely, that the placebo and nocebo effects of biomedicine are also at play in classrooms.  (Placebos are well-known marvels, treatments that elicit well-being through anticipation; nocebos are their less known “evil twin,” interactions or designs that elicit injury and unwanted symptoms). Our second goal is to explore, collaboratively, a set of examples by which assessment practices give rise to tangible symptoms, from anxiety to excitement, for students. Framing these examples through crip theory (Price, Dolmage), we take seriously the embodied, bodymind experiences of students, as well as instructors.  Our hope is that this roundtable will bring to life aspects of assessment that often pass unrecognized: protocols for observing students; designs (including colours and sounds) of assignments; atmospheres in classrooms. Assessment-practices often presume a logic of causation, in which a student’s efficacy in learning can be measured and captured by their instructor. Placebos and nocebos are likewise positioned, by biomedical researchers, as causes with effects that can be tracked. In contrast, we look to less mechanistic, more emergent approaches to assessment, like ungrading (Blum), arts-based methods (Springgay), and critical universal design (Hamraie).

Room: TI 218

Presenters:
Angela Ferguson (University of Calgary), Warren Ferguson (University of Calgary)

Abstract:
How do we know that they know? That is the essential question that guides meaningful and impactful learning assessment. The issue of assessment is a bit of a landmine. So much about assessment can be tied into a student’s self-perception, their sense of worth, and even how they see their place in academia or the professions. With a grade may come a feeling of satisfaction and completeness or feelings of inadequacy and confusion. There should be opportunities to learn from assessment, and the students have an active role in this process. They are not merely consumers of information.

We use assessment as a dialogue, and as a reminder that we can all do better. This is a more human approach than the traditional scenario of the judge and the judged. Some students are interested in the number grade foremost. A better approach is when students take it upon themselves to action the feedback in ways that will benefit them. Even if they write down three main points for improvement, they will be farther ahead. Fostering student involvement and understanding of assessment contributes to their own learning and enhances self-reflective practices.

In our roundtable discussion, under the pressure of time, we will engage in this conversation of assessment for learning. There are two guiding questions: How do we know that they know? How might we get students to act on feedback, rather than react? In addition, we develop our own community of practice for future collegial discussions and potential transdisciplinary research.

Room: TI 140

Presenters:
Emmanuel Amaechi (University of Calgary), Enisha Bhangoo

Abstract:
How do we know that they know? That is the essential question that guides meaningful and impactful learning assessment. The issue of assessment is a bit of a landmine. So much about assessment can be tied into a student’s self-perception, their sense of worth, and even how they see their place in academia or the professions. With a grade may come a feeling of satisfaction and completeness or feelings of inadequacy and confusion. There should be opportunities to learn from assessment, and the students have an active role in this process. They are not merely consumers of information.

We use assessment as a dialogue, and as a reminder that we can all do better. This is a more human approach than the traditional scenario of the judge and the judged. Some students are interested in the number grade foremost. A better approach is when students take it upon themselves to action the feedback in ways that will benefit them. Even if they write down three main points for improvement, they will be farther ahead. Fostering student involvement and understanding of assessment contributes to their own learning and enhances self-reflective practices.

In our roundtable discussion, under the pressure of time, we will engage in this conversation of assessment for learning. There are two guiding questions: How do we know that they know? How might we get students to act on feedback, rather than react? In addition, we develop our own community of practice for future collegial discussions and potential transdisciplinary research.

Room: TI 120

Presenters:
David Nicholas (Faculty of Social Work, University of Calgary), Marlyn Bennett (Faculty of Social Work, University of Calgary), Alyona Belikova (Faculty of Social Work, University of Calgary), Mathilde van der Merwe (University of Calgary), Leeann Hilsen (Faculty of Social Work, University of Calgary), Jane Slessor (Faculty of Social Work, University of Calgary), Rochelle Deloria (Faculty of Social Work, University of Calgary), Chelsie Wampler (Faculty of Social Work, University of Calgary)

Abstract:
This project explored ways of bringing diverse views and processes of academic writing together: established practices, including standards used in assessing academic writing, shaped by Western epistemological values and practices based on Indigenous ways of knowing, doing, connecting and being.

Starting with a literature review, we followed a decolonized process for gathering data, as we weaved the voices of Indigenous Scholars, Knowledge Keepers, and Elders, along with scholarly data and oral storytelling. The process led us to recognize core concepts of reciprocity, relationality, collaboration, connection, and intention when engaging with the literature. We learned the importance of ensuring we are accountable to one another1-4 and that dialogue and conversations are central to moving away from the individualistic immersion in the literature towards a collective team reflective process1,3.

Subsequently, we facilitated three talking circles for Indigenous and non-Indigenous faculty members and students who came together to share their experiences with academic writing, positionality, identity and assessing writing. Many rich conversations ensued, and we drew the insights from the talking circles together in a team reflection, which concluded with each team member mobilizing key learnings via preparing four painted rocks to contribute to a medicine wheel of key lessons learned. Personal, cultural, intellectual, and academic elements that have shaped our understanding of the intersections between Western and Indigenous worldviews are represented in the painted rocks, the powerful visual metaphor which celebrates fostering intercultural capacity building, mutual respect, and dialogue. This work deeply informs cultural understanding related to academic work and its assessment.

Room: TI 100

Presenters:
Marnie Jull (Royal Roads University)

Abstract:
The purpose of this session is to engage with the question of what does meaningful assessment look like in experiential learning of conflict resolution skills as part of professional practice? There is growing recognition of the transdisciplinary importance of teaching and assessing “soft skills” of collaboration/conflict resolution and communication as foundational to professional success (Coleman, 2018; Thornhill-Miller et al., 2023). Instructional methods to practice and develop these skills include individual or small group activities, feedback, role plays and reflective for formative and summative assessment (Ebner et al., 2012; Rider & Keefer, 2006).

Assessing conflict resolution skills involves navigating various dilemmas. How can meaningful assessment support students’ sense of safety while challenging them to engage with the discomfort of conflict? How do we assess culturally diverse ways of engaging with conflict? How do we provide assessment that accounts for various participatory styles, from assertion to accommodation, within complex contexts?
This session is designed for participants to share dilemmas and strategies in assessing activities and assignments that develop professional skills in conflict resolution. After a brief introduction from the facilitator, participants will have a structured opportunity to identify dilemmas they have experienced in providing formative and summative assessment of these “soft skills”, as well as practical strategies and tools they have developed to provide assessment. The session is designed to 1) maximize collaborative learning of good practices 2) build networks of support 3) identify professional challenges that can be explored for the remainder of the conference. 

Room: TI 110

Presenters:
Rachel Stewart (University of Calgary), Kyla Flanagan (University of Calgary)

Abstract:
In this session, we draw on Adachi’s (2021) Lazy Genius Way as a framework to provide recommendations for the feasible design and implementation of evaluation practices for experiential learning initiatives while supporting campus partnerships, working with existing systems and resources, and committing to continuous learning and improvement. Effective program evaluation is an essential tool for documenting the impact and value of strategic initiatives at post-secondary institutions. Despite the need for systematic assessment of initiatives, as practitioners in higher education, we have often struggled to find feasible advice on how to design and implement program evaluation protocols for institutional-level programming. The gap in guidelines for evaluation in post-secondary contexts can lead to inconsistent data collection and reporting, which may not adequately capture the full extent of an initiative's impact or create uncertainty in decision-making around how to improve or grow. To address these challenges, over a five-year period, we used a pragmatic evaluation strategy to gain insights into and enhance an undergraduate research initiative at a large, research-intensive Canadian university. Our goal was to conceptualize what an annual cycle of meaningful, yet manageable program evaluation could entail for a post-secondary strategic initiative. In this interactive session, we will describe how we evaluated our undergraduate research initiative and highlight the impact evaluation had on shaping our programming. By adopting the approaches and recommendations we outline, practitioners can gain a deeper, more meaningful understanding of their unique contexts and ensure that the impact and value of their initiatives are thoroughly captured through intentional evaluation.

Room: TI 110

Presenters: 
Caitlin McClure, Elanna Brown, Kathleen James, Laura Koltutsky, Terri Lynne Martinez, Nisenson Jason, Andrew Waller, Renna Truong, Lewis Carla

Abstract:
This session will provide attendees insight into an intentional, reciprocal and meaningful internal team program in assessing, reflecting and optimizing campus library support for undergraduate students at a large Canadian postsecondary institution. Our initiative is unique in that various job profiles, including academic and support staff meaningfully participate to amplify staff experiences, ideas, and perspectives regarding unit engagement with undergraduate students and undergraduate education. Part community of practice, part journal club, part lecture, part speakers’ corner, each meeting is thoughtfully facilitated by a staff member that directly addresses timely and relevant topics concerning undergraduate education. This presentation will review the reflexive process that has broadened participants’ horizons and have facilitated sparks of curiosity, joy, debate, hope and engagement with the work we do and the community we collaborate with and serve.

Decolonizing Assessment in Experiential Learning: Reimagining Social Work Practicums

Room: TI 148

Presenters: 
Jane Slessor (University of Calgary), Leeann Hilsen (University of Calgary)

Abstract:
In the context of experiential learning, including social work practicums, decolonizing assessment challenges entrenched Eurowestern and colonial frameworks grounded in values of individualism, objectivity, standardization, and hierarchical, assimilative evaluation (1, 2, 3). This presentation explores how meaningful decolonizing assessment can center relational accountability, consent, reflexivity, reciprocity, wholism, and community knowledge to foster transformative, empowering experiential learning experiences (3). 

As practicum coordinators and faculty liaisons, we recognize the importance of garnering assessment practices that honour diverse lived experiences and cultural knowledges of students and the communities they live in and serve. We will examine strategies for integrating decolonizing methodologies into assessment, such as respectfully incorporating Indigenous and ways of knowing, valuing reciprocal relationships, and fostering collective care in evaluation (3). 

We will also explore self-assessment as a decolonizing opportunity that encourages students to develop decolonial reflexivity and awareness of their relationship to the lands they occupy, their positionality, privilege, power dynamics, and their efforts towards social justice (4). By prioritizing reflective practices that are grounded in relational accountability, students can engage in continuous unlearning and learning that goes beyond transactional competency-focused frameworks. 

Through examples and discussion, participants will collectively identify strategies and consider how they might integrate them into their own learning environments. Additionally, we will identify potential barriers to implementing decolonizing approaches and possibilities for overcoming them. Together, we hope to reimagine assessment as an opportunity for transformation, equity, and decolonizing praxis, aligning service and experiential learning with the broader goals of anti-oppressive and responsive social work education (5). 
 

Room: TI 120

Presenters: 
Justin Burkett (UCalgary), Amber Porter, Lynda Sea, Karen Cook

Abstract:
This roundtable discussion will explore the development and implementation of an interactive video-novel (IVN) designed to enhance student preparedness for simulation-based learning (SBL). SBL is integral to experiential learning in nursing education but can be overwhelming, particularly for students unfamiliar with the simulation environment or its principles. Grounded in universal design for learning, the IVN leverages storytelling, gamification, and multimedia to address these challenges while promoting equity and accessibility for diverse learners, including those in rural, remote, and Indigenous communities.

Supported by a 2024 Taylor Design and Innovation Grant, this project exemplifies how targeted funding can drive creativity and innovation in teaching and learning. The grant has enabled our team to bring together academics, instructional designers, and communications experts to collaboratively develop an engaging tool for all students entering the Faculty of Nursing. This unique in-house expertise has been the creative engine driving the project’s success, ensuring that it meets the diverse needs of learners while aligning with institutional goals for excellence in education.

The session will focus on the project’s intent to bridge gaps in simulation preparation, reduce student anxiety, and foster inclusion through scalable and sustainable design. Participants will engage in a collaborative discussion on the challenges of equitable and accessible experiential learning, share insights on innovative assessment practices, and exchange ideas for integrating similar tools in their own teaching contexts. Together, we will explore how cross-disciplinary collaboration and technology-driven strategies can empower students and improve outcomes in postsecondary education.

Follow the progress at nursing.ucalgary.ca/sim-video-novel.

Room: TI 118

Presenters: 
Paul Kelba (Antioch University), Warren Ferguson (University of Calgary)

Abstract:
It is commonly known that experiential learning opportunities are subjectively interpreted in the ‘lived world’ by those undergoing lived events, as well as by others illuminating those interpretations. In our round table discussion, we are wondering about standards for the assessment of an ‘out of the office and classroom’ field experience – is that even possible? What attempts exist in measuring this high value, reflective, learning process and extend on the experiential learning toolkit the U of C and other faculties refer.

Increasingly in higher education, there are opportunities for academics and for staff to step outside their offices and experience outdoor field trips. For instructors and designers, they want to know how the experiences benefit their work, as well as their personal and community wellbeing. For administrators, they want to know that the experience was worthwhile seeking a form of measurement. Moving further than a quick exit survey, are there other ways to assess the experience? How can we collectively articulate measurement tools for conceptual encounters? The debate, under pressure of time, should be interesting. Participants are collectively challenged to create an emerging assessment framework that can influence department discussion and guide future learning experiences.

The speakers will briefly reintroduce the concepts of adventure, challenge, application to life, reflection and abstract thinking. Where the discussion goes from there is unknown. At minimum, we will find out if we are able to assess these lived experiences. In addition, we develop our own learning ‘in a rush’ community and potential transdisciplinary research.

Room: TI 100

Presenters: 
Robin Mueller (Royal Roads University), Brigitte Harris (Royal Roads University)

Abstract:
"The authors have recently been co-instructors for a doctoral-level writing class, which was designed to prepare students for success in their candidacy exams.  Over half of the students in the class were Indigenous, and throughout the course they provided robust feedback about the embedded coloniality of their PhD program (which was also reflected in the structure, learning activities, and assessments in our course).  Their feedback included assertions that:

Student experiences of linguistic imperialism were traumatizing (Canagarajah & Ben Said, 2011); 

Power differentials present between white Settler instructors and Indigenous students were challenging to navigate, and sometimes perceived as incommensurable; 

It was difficult to create the conditions for rich decolonial learning in a class that was structured and assessed in alignment with colonial standards (Godsell et al., 2024); and 

Methods involved in assessment of student writing reproduced colonial harms instead of supporting individual learning (Leibowitz, 2017). 

We take our responsibility as advocates for decolonial approaches to teaching and learning seriously and we have committed to exploring how we might decolonize assessment practices in our writing class moving forward.  It is important to us that, in the process of decolonizing, we avoid inadvertently re-colonizing; for this reason, we are engaging with multiple communities as we imagine future options.  This session will be formatted as a facilitated dialogue, focusing on how we might work toward decolonizing assessment practices in our doctoral writing class.  It is our hope that those involved in this conversation will be interested in ongoing collaborative exploration of decolonizing assessment. "

Room: TI 140

Presenters: 
Vladimir Kabanov (Yukon University)

Abstract:
"Teaching research-based and natural sciences courses in remote northern communities presents unique challenges which are often overlooked by traditional post-secondary education models. The gap between Westerns academic approaches and Indigenous ways of knowing and learning creates real challenges that can manifest in students’ disengagement, low attendance, and decreased interest in the subject matter. Students in remote regions may feel especially disconnected from curricula that do not reflect their lived realities or miss their specific community and cultural contexts. Moreover, these students face additional challenges, such as limited access to information, resources, technology, and support services, which further exacerbate educational inequalities.

While some institutions have made commendable progress in adapting science and research curricula to align with the values and realities of Canada’s North, developing fair and effective assessment methods that go beyond the one-size-fits-all approach that predominates in larger urban universities remains an active challenge. Assessments that do not draw on the values of the community or utilize students’ individual strengths and roles risk not only failing to reflect their true academic potential but also perpetuating the feelings of isolation and a lack of belonging within the higher education system.

This session explores the need to adapt teaching practices and assessment frameworks to be more inclusive, equitable, and culturally responsive. Drawing on experiences from remote northern communities, this session will foster an open discussion focusing on the challenges and potential solutions for creating assessments that are appropriate for university-level credit courses while being reflective of students’ unique talents and circumstances."

Assessments in Large Enrollment Courses: Designing iterations of formative assessment and feedback to engage learners

Room: TI Atrium

Presenters: 
Brianne Burkinshaw (University of Calgary), Carly Chan, Marie Fraser, Elizabeth Polvi

Abstract:
Large enrollment courses present challenges around assessment, as they have been found to result in reduced frequency of interactions between students and instructors, as well as decreased feedback on assessments, and require more human resources for grading formative assessments (Cuseo, 2007; Kerr, 2011).  We aim to address these challenges associated with assessment in large enrollment courses by examining strategies we have used that provide students with multiple iterations of formative assessment, feedback, and opportunities for engagement with course instructors. We will describe how digital tools used by instructors and teaching assistants help manage workload, create space to engage online with students, and provide consistent and timely feedback to students. Our goal in adopting this structured iterative approach to assessment, feedback, and engagement is to provide students with multiple opportunities to adjust and fine-tune their learning strategies during the term to support their well-being and learning in the course. In this session, we aim to spark conversations with conference attendees from various disciplines around using digital tools to manage workload and provide sustainable formative assessment and feedback opportunities for students in large enrollment courses.

Room: TI Atrium

Presenters: 
Carol A. Gibbons Kroeker (University of Calgary, Faculty of Nursing)

Abstract:
The use of student-made reference sheets, or “cheat sheets” have often been looked at as a negative tool which don’t provide for a fair assessment of student knowledge.  We examined student outcomes in a senior Physiology course (which ranged in size from 125-180 students) over a 6 year period (3 years using cheat sheets, 2 years without, and 1 year with open-book exams).   In student surveys, students reported a drastic reduction in test anxiety with the use of the “cheat sheets” and found that the process of developing their “cheat sheets” was a strong study tool that significantly helped with material retention.  They reported that the cheat sheets required them to organize their thoughts and processes, which helped them consolidate the material better.   Several students found they didn’t even use the cheat sheets on the exam as the mere development of the sheet helped them remember the material.   As expected, marks in the courses which allowed reference sheets were slightly higher than in the “closed book” exams, but student-reported retention of material was much higher with the “cheat sheet” exams. Student also reported that the temptation to cheat on exam was greatly reduced.   Work is being completed to quantify retention in this course, as well as examining the use of reference sheets in a first-year general physiology course and data for this will also be presented.

Room: TI Atrium

Presenters: 
Janis Cunningham, Alice de Koning (University of Calgary),  John McArdle (Salem State University), Maya Saggar, Michelle Brown

Abstract:
This mixed-media session examines how formative assessment practices rooted in place-based learning and Indigenous perspectives can foster intrinsic motivation and support student growth. Formative assessment, with its focus on providing ongoing, meaningful feedback, offers a powerful tool to promote collaboration, self-directed learning, and personal growth while honoring students' unique strengths and lived experiences.

Participants will explore resources from our team, to implement culturally responsive and place-based formative assessment strategies. Case studies and evidence of enhanced student learning through connections to place will illustrate how using formative assessments encourage curiosity, build deeper connections to community and environment, and nurture emotional resilience.

The session invites participants to engage in self-guided, hands-on activities using multimedia elements such as interactive infographics, a collaborative digital space, and student-curated media. A central feature will be an activity informed by principles of collaboration, inclusivity, and experiential learning using the Experiential Learning Map (Author, 2023). Participants can choose to share their ideas for assessment which will serve as tools to provide actionable, student-centered feedback for future use.

A key component includes prompting a discussion to define and critically analyze the term “authentic assessment”. Thoughtful prompts will guide participants in reflecting on, revising, and conceptualizing their own assessment tools tailored to their unique teaching contexts.

By focusing on formative assessment and engaging with the materials, attendees will leave with practical strategies and resources to incorporate formative assessment strategies with the aim of inspiring intrinsic motivation and honoring diverse learning pathways, supporting students in achieving their fullest potential.

Integrating Indigenous Ways of Knowing and Research-Creation. Parallel Practices in Assessment Towards Whole Self Educational Journeys

Room: TI Atrium

Presenters: 
Kristine Thoreson (University of Calgary)

Abstract:
Traditional, empirical education models historically used in Canadian K-12 and post-secondary teaching and learning contexts are known to prioritize subject-matter mastery through standardized testing as a foundational form of assessment. In the 21st Century, teaching and learning is evolving to reflect a variety of approaches to assessment including the inclusion of Indigenous Ways of Knowing. This presentation will visualize possible assessment strategies that can encourage a shift away from transactional, surface-level approaches in student participation, (where tasks are merely completed) by exploring parallel practices of Indigenous Ways of Knowing and Research-Creation methods in assessment. 

Room: TI Atrium

Presenters: 
Laura Curiel (University of Calgary), Emma Farago  (University of Calgary)

Abstract:
This study explores the implementation of Specifications Grading in engineering design courses, which aims to shift the focus from points-based grading to meeting specific criteria. Traditional points systems can lead students to view assessments as inconsistent and unhelpful for learning, particularly in engineering design, where we teach iteration and learning from mistakes are professional skills to be acquired. Specifications Grading addresses these challenges by evaluating students based on clear, criterion-based deliverables rather than numerical scores, with a final grade determined by the number of mastered deliverables. This system has been shown to reduce grade anxiety and grading time while fostering better alignment with learning outcomes. In our first iteration, we applied the system in a small group setting, with instructors reporting more evident alignment with learning outcomes and more time for formative feedback. However, initial student confusion and setup time were noted. The system was then scaled to a larger course, and early results from surveys, focus groups, and interviews with students and instructors are presented. The findings suggest that Specifications Grading holds promise for improving assessment practices in team-based, hands-on courses, enhancing individual accountability in team settings.

Room: TI Atrium

Presenters: 
McKenna Sperry (University of Calgary), Denis Onen (University of Calgary), Thomas O'Neill

Abstract:
Engineering students regularly engage in collaborative project-based learning. While this approach helps students apply technical knowledge and skills, it can present interpersonal challenges, such as uneven task distribution, lack of effective coordination, and team conflict (Saghafian & O’Neill, 2018). Research indicates well-designed tools that spark reflection can improve teamwork learning outcomes and skills (Authors, 2019; Quinton & Smallbone, 2010). Considering this evidence, in addition to acknowledging the growing impact of AI tools in higher education, new avenues are opening for developing not only technical competencies but also essential teamwork skills (Jony & Hamim, 2024; Sajadi et al., 2023).

This round-table introduces an AI-based reflection tool designed to strengthen teamwork, communication, and accountability among engineering students enrolled in team-based design projects. By providing targeted questions and prompts around interpersonal dynamics and contributions, the tool presents the opportunity for students to gain insight into the “why” behind teamwork ineffectiveness, as well as curated guidance on how to address it.

The primary goals of this session are twofold: to gather feedback that will guide the tool’s continued development and to spark dialogue on broader possibilities of applying AI to improve teamwork learning. After a concise overview of the tool’s core features, attendees will be invited to offer ideas, voice concerns, and brainstorm alternative uses or adaptations in their own contexts. By centering the discussion on participants’ experiences and perspectives, the session intends to foster a meaningful exchange of ideas and insights—ultimately deepening our collective understanding of how to support postsecondary team-based learning.

Room: TI Atrium

Presenters: 
Megan Lochhead (University of British Columbia, Okanagan Campus)

Abstract:
Personal responsibility is a critical yet underexplored outcome for undergraduate education. This poster presents a framework to operationalize personal responsibility in the undergraduate science context, establishing a foundation for assessments that measure and thus support program development to foster this critical competency.

How social belonging and performance varies across demographic groups in first year students in science courses

Room: TI Atrium

Presenters: 
Parinaz Abbasi (University of Calgary)

Abstract:
Social belonging in science is important because it shapes students' academic experiences and influences their decisions to persist in their studies. Social belonging refers to the sense of acceptance, inclusion, and connection that individuals feel within a group. In this study, it reflects how students perceive their value and role as essential members of their class [1,2,3]. Societal stereotypes can negatively affect students, sometimes leading to disengagement or withdrawal from university. Recognizing students' perspectives and creating inclusive learning environments can enhance belonging, participation, and academic success [4,5].

My research investigates how course-level social belonging correlates with demographic factors such as gender identity, racialization, international/domestic status, and academic outcomes. This poster highlights the role of social belonging in shaping first-year science students' experiences and performance. My study used a mixed-methods approach, combining quantitative surveys and qualitative interviews with first-year students. The quantitative component analyzes data from 5,074 students across six Canadian institutions. By assigning social belonging scores to survey responses, I identified patterns and factors linked to belonging and academic performance. Qualitative interviews provided deeper insights into students' experiences, revealing themes of isolation, underrepresentation, and challenges in connecting with peers. Students also recounted how inclusive teaching practices positively impacted their sense of belonging.

Preliminary findings suggest that inclusive environments make higher engagement and confidence. This underscores the importance of creating supportive classroom spaces early in students' academic journeys. I look forward to sharing key findings, sparking discussions, and exchanging ideas on promoting inclusivity in classrooms.

Room: TI Atrium

Presenters: 
Patricia Samson (University of Calgary), Amanda O’Rae (University of Calgary), Vanessa (Vee) Gemmell, (University of Calgary), Sondra Pedersen, Stephanie Grant, Stacy Oke, David Nicholas (University of Calgary)

Abstract:
Educators in rapidly evolving professional fields such as social work and healthcare have faced challenges in creating innovative and sustainable work-integrated learning (WIL) and interprofessional education experiences (IPE) for students. These challenges include diminishing resources, outdated field education models, and logistical barriers further disrupted by the COVID-19 pandemic, which reduced in-person learning opportunities. Experiential learning is a foundation of professional education and is critical to preparing students to improve patient outcomes through collaborative practice environments.

This three-year teaching and learning project, funded through the Taylor Institute of Teaching and Learning (TIL), supported virtual practice opportunities in rural and remote communities through the lens of interprofessional education (IPE). The project aimed to re-imagine field education and foster student resilience, adaptability, entrepreneurial thinking, and decision-making. Undergraduate students in Social Work and Nursing faculties partnered with a rural community agency and engaged in community-informed assessment and practice. Students participated in the practicum virtually and were tasked with identifying and developing preventative health strategies that met community needs. Field instructors supervised students, facilitating the achievement of IPE learning objectives as part of the over-arching student evaluations. Findings from a proof-of-concept pilot implemented within this interdisciplinary venue, and the innovative assessment strategies developed between the Faculties of Social Work and Nursing, will be shared. Focus groups were conducted with students, supervisors, and agency leads in an ongoing feedback loop used to evaluate the impact of this project. This session will provide space for inspiring transdisciplinary discussion about how similar projects may be imagined across disciplines.

Room: TI Atrium

Presenters: 
Sondra Wesner (Faculty of Nursing, University of Calgary), Amanda O'Rae (Faculty of Nursing, University of Calgary), Jennifer Stefura (Southern Alberta Institute of Technology)

Abstract:
"Interprofessional education (IPE) is a vital learning opportunity for students in health profession programs, as it fosters confidence and competence in collaborative practice. These competencies are developed through four key domains of interprofessional collaboration: role clarity, team communication, collaboration, and team functioning. Together, these domains help students cultivate practices centered on relationship-focused, patient-centered care. 

Despite its importance, the implementation of IPE faces several challenges, including limited financial resources, logistical hurdles, and insufficient time. A key component of IPE is experiential learning, which requires participation from students across a wide variety of health profession programs. 

To address these challenges, the Faculty of Nursing at our university has collaborated with institutions in our city since 2015 to deliver interactive IPE learning sessions across various platforms. In recent years, feedback from students and facilitators has been systematically collected through end-of-session surveys. This feedback has been instrumental in evaluating and improving the effectiveness of these programs."

Room: TI 140

Presenters: 
Abigail Williams (University of Calgary), Mairi McDermott, Christie Hurrell, Bartlomiej Lenart, Laura Reid, Kathryn Ruddock

Abstract:
Although postsecondary education increasingly embraces diverse knowledge landscapes and “non-traditional” pathways for theses and dissertations, assessment practices often remain rooted in standardization and the status quo. Recognizing this tension reveals ways that adaptability and relationality are essential to fostering authentic graduate learning experiences. This session reimagines assessment by reconnecting with its etymological roots: “to sit beside” (Assi, 2018). It positions assessment as a collaboration between student and supervisor that holds multiple possibilities for fostering dialogue to align with the diverse, experiential and trans-/interdisciplinary pursuits of graduate students (Kreber, 2023).

Our research with students and faculty engaged in non-traditional thesis work grounds this interactive workshop. Attendees will engage in reflective discussions and exercises through real-world scenarios from our research centered around questions such as: Where is assessment in the thesis lifecycle; how do current habits and practices limit the horizon of knowledge creation; what else might we consider as we move towards epistemic justice (Medina, 2013)?  Together, we will reimagine assessment as a collaborative process that fosters student success while supporting interdisciplinary and experiential approaches, strengthening student-supervisor partnerships. 

We are committed to recognizing that non-traditional thesis and dissertation work is not a deviation but an authentic expression of knowledge production. Students and supervisors say that a strong collaboration underlies their success (Breunig & Penner, 2016; Four Arrows, 2008). By reclaiming assessment, we challenge harmful norms that marginalize diverse identities and ways of knowing for a more equitable and inclusive postsecondary academic landscape. 

Exploring the Influence of Targeted Professional Development in Authentic Assessment Institutes on Faculty Adoption of Authentic Assessment Practices

Room: TI 118

Presenters: 
Allison Fieldberg (NorQuest College), Jeff Kuntz      , Janelle Therien, Dr. Julia Szweda    , Sofia Sanchez

Abstract:
"Since June 2022, educational developers at our PSI have offered Faculty in-person professional development training on Authentic Assessment principles and methodology. We have become curious, however, about the extent to which Faculty were carrying forward Authentic Assessment into their teaching practice after attending an AAI and how our approach to Professional Development promoted or deterred Faculty adoption of the skills explored in our workshop.

Our research, therefore, focuses equally on the relevance and value of authentic assessment in the post-secondary context (Dixon, 2022; Villarroel et al., 2021) and what characteristics of professional development promote or deter the content taught in PD sessions. Our impact on learners, therefore, is two-fold, for we have two categories of learners: a) Faculty who attend the workshops and b) the students in their classes. Our research has relevance for instructors, curriculum designers, faculty developers and students, who all bring distinct but intersecting learner profiles to this field of study.

Through a combination of questionnaires and interviews involving AAI participants, we have a) explored how faculty have applied workshop learning in their teaching practice; b) identified challenges and successes experienced by Faculty in their attempts to implement Authentic Assessment; and c) identified the likelihood that participants would continue implementing Authentic Assessment after our workshops. Specific themes have emerged, which align with those identified by leading scholars in this area (Darling-Hammond, Hyler, & Gardner, 2017; Harrison et al., 2020; Pelletreau, 2018). We will share these preliminary findings with others interested in the impacts of professional development and authentic assessment practices."

“Why Aren’t My Students Engaged?”: Incorporating Meaningful Participation Assessment

Room: TI 160

Presenters: 
Brittany Lindsay (University of Calgary), Jenna Gearey

Abstract:
Despite having good engagement in your classes previously, have you begun seeing low attendance rates in the classroom? Especially for those who received much of their high school education during the COVID-19 pandemic, with pre-recorded lectures and other asynchronous options, undergraduate students may not be as engaged as they once were. They may not see the importance of attending lectures, so the question is, how do we get them engaged?

In this session, we will discuss how instructors can incorporate meaningful and accessible participation assessment in course design. This can include peer groupwork (with accompanying assessments), class activities and discussions, content reflections (e.g., mini surveys), and more [1]. Not only does assessing participation provide strong incentive for students to come to class and engage, but having clear instructions and rubrics can provided transparent expectations for students and smoother marking for you [2]! Importantly, the incorporation of participation should consider all types of learners, from the “hand raiser” to the “quiet reflectors”, and balance accountability with accessibility.

We will provide three course examples (with accompanying rubrics) that we have been involved in, with three different participation assessment methodologies: 1) a graduate level course with a holistic 50% participation grade; 2) an undergraduate course with a 10% participation component focused on peer group engagement; and 3) an undergraduate capstone course with a 10% team participation component [3]. Stemming from these examples, we will provide space for attendees to reflect and brainstorm on how they might incorporate a participation component in their courses.

Room: TI 100

Presenters: 
Chelsea Rozanski (University of Calgary), Vienna Hackl (University of Calgary), Gabriel Rosar Nunes            (University of Calgary), Sabina Ocharo (University of Calgary)

Abstract:
In this interactive 60-minute session, participants will explore innovative ways to assess deep student learning through creative strategies. Deep learning refers to an approach where students move beyond surface-level understanding and engage in a richer comprehension of the material (Chotitham, Wongwanich, & Wiratchai, 2014). Traditional assessment methods (i.e., multiple-choice exams) often fail to capture the full scope of student understanding, leaving opportunities for meaningful engagement untapped. This session will introduce participants to various creative strategies—including quilting, painting, cooking, storytelling, theatre, and more—that encourage critical thinking, problem-solving, and collaboration. By embracing creativity, educators can design formative and summative assessments that go beyond rote memorization, fostering environments where students demonstrate mastery in dynamic, authentic contexts (Alencar, Fleith, & Pereira, 2017). Participants will engage in a hands-on activity to reflect on, share, and refine assessment ideas tailored to their own teaching contexts. The session will emphasize how creativity can enhance student motivation, promote higher-order thinking, and provide deeper insights into student learning (Plucker & Diegoli, 2024; Rae, 2023). Attendees will leave with practical tools and strategies to transform assessment in ways that inspire both educators and learners alike.

Future-Ready Classrooms: Transforming Learning with Asynchronous Skill-Building Modules

Room: TI 110

Presenters: 
Gillian Robertson (University of Calgary)

Abstract:
How should universities equip students for the future? In an era of AI, what matters most for a successful knowledge worker are human and transferable skills (Aoun, 2024)—skills that enable students to communicate, collaborate, and harness what makes us uniquely human. Transferable skills help students understand the “why” behind their coursework, connecting academic content to potential careers (Berdahl, 2021). High levels of skill, combined with education, are often linked to positive social outcomes, such as good health, trust in others, and influence on government (Postsecondary Education and Skills in Canada, 2016). As universities prepare students for the future, they play a crucial role in fostering these essential transferable skills.

This interactive panel explores how three instructors have implemented and assessed asynchronous skill-building modules to enhance teaching practices and empower students. The panel will share their experiences of incorporating a future skills module into their undergraduate and graduate courses. These modules develop transferable skills such as communication, collaboration, problem-solving, and AI literacy. They enable students to self-assess their competencies, apply their skills in diverse contexts, and engage in critical reflection.

Panelists from diverse disciplines will discuss integrating these tools to foster active learning and meet diverse student needs. In this session, participants will explore:

• the ways in which transferable skill development could complement student learning in their classrooms;
• practical strategies for implementing learning modules on transferable skills in an undergraduate or graduate classroom; and
• potential strategies for assessing student learning of transferable skills. 

Following the panel, participants will engage in table discussions to share how they build skills in their own courses and brainstorm how to adapt modules to their teaching contexts.

References:
Berdahl, L. (2021, February 10). Three reasons to include skills training in your classes. University Affairs. https://universityaffairs.ca/career-advice/three-reasons-to-include-skills-training-in-your-classes/. 

Aoun, J. (2024). Robot-proof: Higher Education in the age of Artificial Intelligence. The MIT Press. 

Postsecondary Education and Skills in Canada: Findings from the Programme for the International Assessment of Adult Competencies (PIAAC). National Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of Education. (2016). https://nces.ed.gov/surveys/piaac/.
 

AI-Driven Assessments & Reflections: Supporting Well-Being Through Two-Eyed Seeing

Room: TI 120

Presenters: 
Janis Cunningham (Undergraduate Student) , Alice de Koning (University of Calgary), Maya Saggar (Ed.D(c), University of Calgary), Michelle Brown (Ed.D(c), University of Calgary), John McArdle (Salem State University)

Abstract:
This session explores the role of Artificial Intelligence (AI) in enhancing assessment practices and supporting self-reflection within the context of place-based, experiential learning. By leveraging AI tools, educators can design more efficient and meaningful assessments, while fostering mental health and well-being for both students and teachers. Integrating the ’Two-Eyed Seeing’ framework—valuing both Indigenous and Western knowledge systems—this session demonstrates how AI can support reflective practices that promote emotional resilience, self-awareness, and balanced well-being.

Through experiential learning, participants will explore how AI can streamline assessment design, provide timely and personalized feedback, and encourage comprehensive self-reflection. AI-driven tools enable students and educators to connect theory with practice, deepen their understanding of cultural contexts, and engage in more reflective, mindful learning experiences. This approach not only improves academic outcomes but also promotes well-being by reducing stress and enhancing emotional resilience.

By embedding AI within experiential learning frameworks, this session emphasizes how educators can create a more equitable and inclusive learning environment that supports mental health. Participants will engage in an interactive and collaborative activity to discuss ethical considerations, such as the integration of Indigenous knowledge, safeguarding data privacy, and balancing technological and human interactions in assessment processes. This session aims to empower educators and students to use AI as a reflective partner, promoting healthier, more engaged learning journeys.

Room: TI 230

Presenters: 
Jessy Cheung (Western Illinois University)

Abstract:
To be added. 

Room: TI 148

Presenters: 
John Remnant (University of Calgary), Kate Cobb (University of Nottingham, UK), Erica Gummery (University of Nottingham)

Abstract:
Due to the Covid-19 pandemic and associated restrictions, many universities were forced to deliver assessments remotely and in an open book format, even when this wasn’t traditionally the case. Some authors suggest this provided a “golden opportunity” to explore the use of open book assessment and the potential opportunities this approach provides1. This workshop will present data from student surveys and focus groups on their experiences with this transition, as well as performance data comparing similar closed and open books assessments. The authors will also share their experiences and reflection on coordinating this transition in a professional degree program.Example topics and questions to be addressed include what constitutes plagiarism in an open book assessment? What guidance do students require in preparing for these assessments? Are these assessments fair and robust?Following the workshop, participants will have considered the practicalities and faculty, staff and student training needs required to run open book assessments. Participants will be able to identify likely challenges to implementation and will be able suggest approaches to developing exam questions that are likely to perform better in an open book setting. The workshop will give participants an opportunity to participate in some short open book and closed book style assessments. These mock assessments, using a variety of question formats, will be used as the basis for group discussion on writing questions that perform well in an open book format, as well as reflecting on the challenges students and educators face when writing, regulating and evaluating these assessments.

Room: TI 250

Presenters: 
Lorelei Anselmo (University of Calgary), D'Arcy Norman (University of Calgary), Isadora Mok-Kulalova (University of Calgary),  Lin Yu (University of Calgary) Tyson Kendon (University of Calgary), Cody Baxter (University of Calgary)

Abstract:
Are you thinking about innovating your assessment practices?  Ethical assessment design, active learning spaces, and digital learning technologies for assessment are key considerations for instructors. This gallery café session aims to explore ethical assessment design, learning technology integration, and the use of learning spaces to support innovative assessment practices.  

Instructional designers and technology specialists will facilitate each station providing participants opportunities to share their experiences, ask questions, and discuss how innovative assessment practices might become a part of their teaching and learning. This session is designed to foster collaboration and inspire new ideas, ensuring that participants leave with practical insights and strategies to enhance their assessment practices. 

Participants will circulate through various "gallery" stations, each dedicated to a specific aspect of innovative assessment practices: 

• Ethical assessment design: Explore strategies and tools to uphold academic honesty in assessment design. 
• Digital learning technology integration: Discuss the impact of digital learning technologies on assessment practices and how these can be used to support both instructors and students. 
• Active learning space: Share best practices for adapting engaging and effective spaces that encourage innovative assessment.

Join us for a dynamic session that promises to be both informative and engaging, as we share and learn from different teaching disciplines.  

Room: TI 100

Presenters: 
Maya Saggar (Graduate Student UofC), Michelle Brown (University of Calgary ), Janis Cunningham (University of Calgary ), Alice de Koning (University of Calgary), John McArdle (Salem State University)

Abstract:
In postsecondary education, assessment has traditionally been viewed as a final measure of success (Wiggins, 1998). Experiential learning, while recognized for its potential to foster deeper engagement, is often dismissed for the challenges it presents, particularly in designing effective assessment methods (Chan, 2023). But what if assessment could be reimagined as a continuous, integral part of the learning process—woven seamlessly throughout a learning experience? This interactive session explores how assessment can serve as both a measure of success and a catalyst for deeper learning in experiential contexts.

Participants will delve into the concept of assessment as learning—an approach where students actively engage with course content, reflect on their experiences, and demonstrate their learning through creative, iterative processes. By emphasizing growth over finality, this method reshapes how we view assessment and its role in student learning. The session also addresses the challenge of scalability, offering strategies for creating assessments that are adaptable, efficient, and impactful across disciplines and classroom settings.

Through guided discussions and collaborative activities, participants will analyze real-world examples and co-design assessment models tailored to their unique teaching contexts. Small group discussions will foster the exchange of ideas, encouraging participants to share experiences, brainstorm innovative solutions, and develop practical strategies for scaling experiential assessments without sacrificing quality or purpose.

This session emphasizes reciprocal engagement by creating an inclusive, collaborative space for shared learning. Attendees will leave with actionable insights, tools, and a renewed perspective on designing assessments that align practice with purpose and redefine learning as an ongoing, transformative process. Join us to explore the future of assessment as both meaningful and scalable.

Room: TI 230

Presenters: 
Jean-Yin Tan (University of Calgary)

Abstract:
What can we do in experiential learning to balance the needs of students with the needs of a successful program? In the healthcare professions, clinical skills programs face challenges in designing assessments that are valid, reliable, and standardized while evaluating hands-on competencies like physical examinations and IV catheter insertions. At our university, students described the prior system - rigid, top-down, and focused on “assessment of learning” - as stressful, inequitable, and punitive.

In response to growing class sizes, limited resources, evolving demographics, student feedback, and accreditation standards, we reformed our clinical skills program in 2019 to emphasize “assessment for learning.” This shift provided students with formative opportunities alongside summative evaluations.

This interactive session will outline the challenges faced and strategies employed during this reform. Participants will engage in discussions to identify common barriers in experiential learning assessment and collaboratively explore solutions. We will share innovations such as laboratory feedback assessments, sequential OSCE testing, mentorship programs, and technology tools that improved reliability and reduced stress. Key implementation details, grade impacts, reliability metrics, and stakeholder feedback will also be highlighted.

Although rooted in health professions education, these strategies are relevant to other experiential learning programs. By fostering a collaborative space for shared learning, this session aims to inspire actionable ideas that balance program success with equitable, learner-centered assessment practices.

Room: TI 148

Presenters: 
Karen Ho (Mount Royal University), Pranit Anand (University of New South Wales), Carl Sherwood (The University of Queensland)

Abstract:
Storytelling, a profoundly human activity, has the potential to transform the way we teach, learn and assess in Higher Education (Williams & Bedi, 2007). The approach offers insights for addressing the big issue currently facing the sector - artificial intelligence (AI). While storytelling is not yet a widely used assessment form, students’ contextualized storytelling can be a powerful tool for explaining complex concepts. The literature suggests that it often leads to more profound learning experiences that can be transferable to various contexts (Li et al., 2023; Austen et al., 2021). Storytelling assessment tasks also offer opportunities for students to contextualize, personalize, and reflect on their learning – features which can help enhance assessment credibility and integrity in an AI-powered world (Lodge et al., 2023; Boud, 2021).

Assessing at Scale: A Panel Discussion on Innovative Strategies for Large Enrolment Courses

Room: TI 250

Presenters: 
Lorelei Anselmo (University of Calgary), Nazario Robles Bastida (University of Calgary),Brianne Burkinshaw (University of Calgary), Robyn Paul (University of Calgary), Estacio Siemann Santos Pereira (University of Calgary), Amber Porter (University of Calgary), Sreyasi Biswas (University of Calgary)

Abstract:
Assessment practices, particularly in large enrolment courses, are becoming increasingly challenging as Canadian post-secondary institutions continue to expand modality offerings at a large scale (Bennett et al., (2023); Guffy et al, (2023); Hatfield (2023); Johnson, 2023); King et al. (2023); Shepherd & Garrett-Roe, 2024). This 60-minute engaging discussion brings together panelists from diverse disciplines to share their experiences and best practices in reassessing assessments for large enrolment courses (over 50 students).

The panel will delve into the complexities of assessing student learning with large classes. Topics will include leveraging technology for scalable assessments, maintaining academic integrity, fostering student engagement, providing timely feedback, and designing for mental wellness for instructors and students.

The discussion will begin by exploring innovative assessment practices designed for large enrolment blended, online, and in-person courses. Panelists will share how they've reimagined assessments to better suit the scale and format of their classes, introducing creative solutions like project-based evaluations, peer assessments, and interactive digital assignments. They will address the challenges of effectively measuring student learning outcomes at scale and how these innovative practices can enhance both assessment quality and student engagement while considering the teaching team's workload and well-being.

Lastly, the panel will examine ways to enhance student engagement through thoughtfully designed assessments that motivate and involve learners, even in the context of large class sizes. Interdisciplinary insights will showcase how different fields address these issues, offering a comprehensive perspective on how assessment challenges and solutions vary across disciplines.

Room: TI 110

Presenters: 
Michelle Scott Paul (University of Calgary), Heather Bensler (University of Calgary)

Abstract:
"In our faculty’s inaugural Indigenous Health Course, we looked for ways to engage students in meaningful assessments of their learning that aligned with Indigenous ways of knowing. Under the guidance of local Elders and Knowledge Keepers, we developed an assignment that introduced students to the practice of making a Story Robe. Also known as a winter count, Story Robes draw on the ancient customs of First Nations peoples of the plains who mark important events of the past year by creating symbols drawn on a buffalo robe each winter. There were protocols and transferred rites for those that could interpret and create the symbols. We have used the term story robe as we were guided to by Elders and Blackfoot community members. On a bi-weekly basis, students created a symbol to add to their digital Story Robe to represent their learning in the course and their personal connection to the weekly lectures and readings. Alongside the symbol, students submitted a short, written reflection to demonstrate their growing awareness of and relationship to Indigenous ways of knowing, being, doing, and connecting. Through this assignment, students reflected on the foundational knowledge gained about the ongoing impacts of colonial violence, structures, and systems of power and privilege including their unique positionality. At the end of the course, students created an audiovisual presentation where they revisited their symbols and reflected on their growth throughout the term. Shared orally, these reflections invited students to consider their evolving understanding of the course content, their understanding of who they are in relation to settler colonialism in Canada, and their responsibilities to unlearn colonialism and relearn how to be a good relative.

In this presentation, we will introduce participants to this innovative reflective practice we have recently developed to promote meaningful engagement with the course content and encourage relevant demonstrations of learning. We will share our experiences as instructors alongside two former students who will share their experiences and learnings from the assignment. We will facilitate discussion through talking circles to promote reflection amongst the participants on how these learnings might apply to their individual teaching context. During the session, participants will be provided with their own digital story robe so they can create a symbol to promote self-reflection and deeper learning.

References 

Donald, D. (2021). Donald, D. (2021). We need a new story: Walking and the wâhkôhtowin Imagination, Journal of the Canadian Association for Curriculum Studies, 18(2), 53-63. https://doi.org/10.25071/1916-4467.40492

MacKenzie Art Gallery. (2020, April 2). Interpreting Sitting Bull’s robe with Elder Wayne Goodwill. [Video]. YouTube. https://youtu.be/0HSQKLKAblY?si=WvyWvoYg9Bcx9mJ2"

Room: TI 118

Presenters: 
Robin Mueller  (Royal Roads University)

Abstract:
Current standards of postsecondary pedagogy and assessment of learning are predominantly focused on didactic instruction and testing.  This approach is increasingly seen as doing a disservice to students by failing to prepare them adequately for work, civic, social life, and leadership roles (Ikenberry & Kuh, 2015).  Scholars recognize that individual, collective, behavioral, relational, cognitive, and affective learning outcomes are required as a part of holistic higher education (Moldoveanu & Narayandas, 2019; Wallace et al., 2021); this in turn requires a dramatic shift in postsecondary pedagogical approaches.  

Structured controversy is an interactive pedagogical and learning assessment strategy that was originally conceptualized as a modified debate, where students were required to explore both sides of a binary issue and asked to arrive at a compromise (Herreid, 1996).  The strategy has evolved over time; structured controversy now typically requires that students work in small cooperative groups to explore a particular controversial topic, where the focus is on uncovering as many perspectives about the issue as possible rather than “winning” from the vantage point of one particular stance (MacKinnon & Archer-Kuhn, 2023).  

The goals of this session are: (a) to present findings from a small-scale research project designed to generate evidence about the efficacy of Structured Controversy, and (b) to engage participants in a truncated Structured Controversy process.  The session will be structured as workshop-like primer for participants who are interested in using Structured Controversy as an instructional or assessment approach.  

Room: TI 120

Presenters: 
Rose Bene (Research Team Member), Kim Koh (Co-Principal Investigator), Eugene Kowch (Co-Principal Investigator)

Abstract:
Given the rising interest in and use of exemplars in higher education, the authors conducted a systematic review of the literature focusing on undergraduate students’ and instructors’ perceptions of exemplar use across disciplines and learning environments (Authors, in press). Findings revealed varied strategies as well as benefits and challenges of using exemplars in postsecondary education. Best practices for integrating exemplars and creating sound pedagogical designs around them will be offered.

Room: TI 160

Presenters: 
Tyson Kendon (University of Calgary), Corey Flynn (University of Calgary)

Abstract:
"Gradescope is an assessment management tool, which allows instructors to give detailed and meaningful feedback that can be quickly returned to the student. Student feedback is an essential component of learning (William, 2018), and any tools that improve the quality and timely return of student feedback greatly enhance learning. In this conference session we will introduce Gradescope and demonstrate the ways in which it enhances feedback quality and reduces instructor workload. We will share some of the ways it has been used successfully at our university and explore ways to better assess students depth of knowledge; particularly in large enrolment classes.

As part of our university’s pilot of Gradescope, we conducted several surveys of instructors, students, and graduate teaching assistants (TAs). The instructor surveys assessed ease and depth of feedback, management of marking rubrics, and organization of multiple graders and multiple sections. Instructors universally applauded Gradescope’s ease of use while highlighting that this tool offered graders greater flexibility in the types of assessments that could be administered.

The student surveys highlighted the improvement in feedback detail as well as faster marking/turnaround time of submitted work. Students also greatly appreciated a unified way to access and review their feedback.

By the end of the session, we hope that instructors will see the benefits of Gradescope and reflect on how how it might be incorporated into their own teaching. We also hope that participants will be interested in finding ways in which we can use learning technology to make our assessment more authentic and helpful for learners."

Enhancing Engagement in Online Asynchronous Discussion: Instructor Strategies and Practices

Room: TI 140

Presenters: 
WanQi (Belinda) Jin (University of Calgary), Armando Paulino Preciado Babb (University of Calgary)

Abstract:
Online discussion forums are valuable communication and assessment tools in postsecondary education, which allow students to engage in online learning. However, common challenges like low engagement, limited feedback, and poorly designed forums can reduce their effectiveness. This session offers practical strategies for designing and facilitating online discussions that increase student engagement, critical thinking, and collaboration. Drawing on examples from a Master’s program in education, this session will include interactive discussions where participants can share ideas, reflect on their own teaching practices, and learn from others’ experiences. By the end of the session, participants will gain strategies to create online forums more engaging and effective for diverse learners. This session is intended for educators, instructional designers, and anyone working in online education.

Room: TI 160

Presenters: 
Alex Kent (University of British Columbia- Okanagan), Lisa Knox, Sana Shahram

Abstract:
The transition from secondary school to undergraduate studies is a critical time for educators to impact first-year students’ successful academic trajectory. However, a large classroom setting can lead to social isolation, low-performance outcomes, and high attrition rates.  Gamification can enhance learning environments, increase learner engagement and motivation, and promote mastery of skills and content knowledge.1-5

GLOW-UP: Gamifying Learning Objective Within Undergraduate Pedagogies is a quality improvement study that applied gamification in an introductory-level undergraduate course in the Fall 2024 semester. The teaching team implemented live, in-class, game-like elements and team-based activities to encourage student engagement in the classroom. Games were embedded within lectures, such as Jeopardy-style trivia, whereby teams collaborated to solve problems while competing against other teams. To advance aims of quality improvement, we examined whether gamification improved class attendance, supported students’ critical engagement with topics, and promoted communal learning and collegiality among students.  Our preliminary findings indicate that gamification supports consistent student participation in class; positively impacts student participation and their engagement with the course material; and allows students to contribute to their teams and to the course in a way that advances collective learning.

Session Goal: By the end of this session, participants will understand how gamification can enhance student engagement and foster community in large undergraduate classrooms.

Shared Learning: The session will promote shared learning through an interactive presentation, including practical examples from the GLOW-UP initiative and reflective prompts. Reciprocal engagement will be encouraged during the 10-minute discussion, ensuring meaningful inclusion of all attendees.

Room: TI 148

Presenters: 
Carol A. Gibbons Kroeker (University of Calgary, Faculty of Nursing)

Abstract:
Traditional assignments can be a source of anxiety for many students, with concerns about appropriate responses, objective grading, and the possible impact on their final grade.   They can also be very time-consuming for instructors to grade.   In a senior Physiology course, we have developed a innovative assignment format where students have control over their scores.  Assignment questions were distributed ahead of time so students could prepare their responses.   Rather than submitting as a written assignment, however, they completed an on-line quiz.  Question types included multiple choice, mix-and-match,  and T/F statements based on recorded research talks or patient case studies. They had unlimited attempts on the quizzes, so students could use multiple tries until they achieved a grade they were satisfied with. Most students made more than 10 attempts on each assignment quiz, establishing repetition for learning.  Compared to traditional methods, the assignment grades were approximately 5-10% higher with this format.   In student surveys, they reported much less anxiety about their grades.   Students strongly felt it was an effective tool that gave them better consolidation and retention of the material.  Most stated they spent more time working through the material with this type of assignment compared to traditional formats.  They also felt the grade was fair and objective, compared to traditional assignments often graded by teaching assistants.   The auto-grading eliminated the need for instructors to mark the assignment, but still allowed them to see all attempts and responses if desired.    This new assignment method has benefits for both students and instructors.

The Role of Metacognition within Undergraduate Nursing Education: A Scoping Review

Room: TI 230

Presenters: 
Cathy Lee (University of Calgary), Zahra Shajani (University of Calgary)

Abstract:
Metacognition can be understood as “thinking about thinking,” or the knowledge and awareness of one’s cognition to monitor, plan, and evaluate actions around learning. It is the act of critical self-reflection that guides decisions in learning and has been identified as an essential skill for healthcare professionals. Despite the abundance of literature regarding metacognition within nursing research, there are gaps in how the concept is defined, understood, and operationalized within undergraduate nursing education. The lack of consistency within the research leaves room for improvement in how metacognition can benefit nursing students and educators. 

The purpose of this scoping review was to gain a better understanding of the role of metacognition within undergraduate nursing education by evaluating the literature and providing a summary of how metacognition is defined, understood, and operationalized, as well as identify patterns in how the concept has and continues to evolve. At the time of this abstract submission, the author has selected 46 papers based on the inclusion criteria and data findings have been extracted. 

These findings include characteristics of studies (such as country of publication, study design and sampling, and sample characteristics), results regarding metacognition (definitions, operationalization, and conceptualization), and the tools and methods used to assess metacognition; these findings are summarized and presented in tables and figures. 

In the discussion section, the findings will be further discussed through a descriptive content analysis to address the study objectives better. A more comprehensive definition of metacognition is expected to arise from an analysis of the existing literature, as well as a better understanding of metacognition that is more aligned with nursing work. Researchers can use these results to identify what areas of work are needed in the current research of metacognition and ways to continue enhancing student learning in innovative and evidence-based ways.

Room: TI 120

Presenters: 
Colleen Andjelic (Medicine Hat College), Lorelei Boschman (Medicine Hat College)

Abstract:
Post-secondary education today is complex. Varied learner needs, AI impacts, broad career path preparation, and historical assessment norms all converge to create a difficult landscape for practicing effective assessment. Contemporary educational research (Alberta Education, 2016) emphasizes the need for learners to build a wide array of competencies that will transfer authentically into future careers. Many traditional assessments, however, may fail to meaningfully evaluate these competencies, often focusing instead on memorization and limited skill development.

Alternative assessments offer a solution by fostering deeper understanding and long-term learning transfer. Such assessments encourage critical thinking, innovation, and authentic engagement through diverse and meaningful tasks. This presentation explores alternative assessments in post-secondary education, emphasizing their potential to counteract the potentially limited effectiveness of many traditional formats. By leveraging a range of approaches—including creative, oral, collaborative, and other endeavours—alternative assessments can support richer student competency development.

Research highlights key criteria for effective assessments: fairness, authenticity, representativeness, and rigor (Murillo & Hidalgo, 2016; Tierney, 2016; Dawson et al., 2013; Villaroel et al., 2018). Fair assessments ensure equity and transparency, while authentic assessments connect learning to real-world contexts and relevance. Representativeness ensures alignment with essential course outcomes, and rigor challenges students to engage in higher-order thinking.

Especially considering AI, instructors face critical decisions in designing assessments that not only evaluate learning but also enhance it. Using alternative assessment approaches retains learning integrity while allowing students to say, do, and show learning through engaging and impactful products. This presentation will offer explanations and exemplars for post-secondary level alternative assessments.

Addressing Food Waste: A Case for Integrated Learning and Transdisciplinary Education 

Room: TI 100

Presenters: 
Erin Creegan-Dougherty (University of Calgary Student), Austin Friesen

Abstract:
The presentation examines the systemic issue of food waste in Canada, focusing on its implications for sustainable agriculture and the broader circular economy. Using food waste as a case study, the session highlights the importance of integrated learning and transdisciplinary approaches to address root causes and systemic barriers. By emphasizing the need for collaboration between governments, industries, and communities, it explores innovative solutions grounded in sustainable development principles, Indigenous knowledge, and technological advancements. The session also underscores the parallels between food waste challenges and gaps in educational systems, advocating for un-siloed learning and the integration of hands-on, research-driven projects.

Room: TI 250

Presenters: 
Kristen Bird (Selkirk College), Krystal Thorpe (Selkirk College), Christopher Hillary (Selkirk College)

Abstract:
Traditional grading practices in higher education often rely on high-stakes, single-point evaluations that amplify stress and limit opportunities for genuine skill development. This session explores an innovative alternative: self and peer assessment integrated with digital portfolios. This approach shifts the focus from isolated performance to iterative, reflective learning—empowering students to engage deeply with their education and build critical competencies.

This session is rooted in foundational and contemporary research, demonstrating how non-traditional grading practices can significantly enhance learners' equity, collaboration, and metacognition. Kanthan and Senger (2012) presented an innovative “tripod” assessment model that combines self, peer, and instructor evaluations, fostering critical thinking and deeper engagement. Cano García and Halbaut Bellowa (2024) underscore how peer assessments nurture evaluative judgment and reflective learning, essential skills for personal growth. Fitriyah (2024) reveals that these practices play a crucial role in enhancing self-regulation and ensuring sustained engagement from students. Furthermore, Farvardin and Doroudi (2024) emphasize that learner-driven assessments promote genuine ownership over the learning process. Finally, Hinze and Rapp (2020) advocate reducing the pressures associated with high-stakes assessments, as they often stifle meaningful skill development. By embracing these non-traditional methods, educators can create a more enriching and effective learning environment.

Through a facilitated engagement activity, participants will explore the concept of "competence" and how we assess it. By rethinking traditional practices, we will co-create strategies for equitable, sustainable assessment models that align with the diverse needs of today’s learners and the evolving demands of higher education.

Room: TI 118

Presenters:
Sara Hassanpour Tamrin (University of Calgary, Sculich School of Engineering), Arindom Sen (University of Calgary, Schulich School of Engineering)

Abstract:
The development of implementable and impactful solutions that target the evolving and highly complex challenges of climate change, energy security, environmental degradation, and social equity would greatly benefit from a holistic transformation in how academic research is carried out. Such a transformation should be underpinned by prioritizing equity, diversity, inclusion, and accessibility (EDIA) alongside technological innovation. Although this is known, and the integration of EDIA perspectives is widely discussed, practical approaches to implementing this in research remain challenging. We report here that we have developed a “EDIA Lab” toolkit, a structured framework that is practical, and designed to empower researchers to integrate EDIA principles throughout their research projects.

The toolkit offers practical modules to help researchers deepen their understanding of EDIA in research, integrate societal perspectives with technical advancements, engage diverse stakeholders through participatory research, and communicate findings using inclusive strategies aligned with UNESCO Open Science principles. It also promotes sustainability by encouraging researchers to evaluate their work holistically and reflect on its long-term impact through the lens of the San Francisco Declaration on Research Assessment. The toolkit empowers researchers to self-assess their work, reflect deeply on their learning, and embrace inclusive perspectives in research evaluation, transforming traditional research assessment while promoting student agency and academic integrity.

Our presentation will demonstrate how the EDIA Lab framework can be integrated into academic research to tackle real-world challenges equitably and sustainably. By sharing insights and preliminary outcomes, we aim to inspire a collaborative dialogue on advancing inclusive, transparent research practices in academia.

Incorporating career & civic engagement in the Bachelor of Arts & Sciences program 

Room: TI 110

Presenters:
Sobia Iqbal (University of Guelph), Donald Bruce (University of Guelph), Nicola Edwards (University of Guelph)

Abstract:
Scholarly research and professional experience indicate that traditional undergraduate curricula, centered on disciplinary content, inadequately prepare students for the workforce(1) and civic engagement(2). Students often fail to recognize how the curriculum fosters the development of transferable skills and future career knowledge transfer(3) and personal growth. At our university, we established an experiential learning opportunity, the Arts and Science Deconstructed Career Conference in 2021 and the conference has been running for 5 years, 6 conferences, and 36 sessions (6 per conference). These sessions are built into the Bachelor of Arts and Science (BAS) core curriculum, and all 500 students have written reflection assessments every year for credit. The annual career conference and subsequent critical reflection assessment provides students an opportunity to discover who they are, what they like to do, how they can contribute to society, and how to plan for the future.  BAS students actively reflected on how their diverse skill sets, from biological and music knowledge to communication and critical thinking abilities, prepared them for a future after their undergraduate degree.

Two intended outcomes of this session are: 1) a clear articulation of student attitudes in the BAS program and its relevance to their professional development; 2) the basis for a convincing argument about why such activities should be integrated into academic programs.

To create space for shared learning polling will occur throughout the session, time will be allocated to addressing how similar career integration conferences can be applied to the attendees’ disciplines, and we will end with Q&A.

Room: TI 140

Presenters:
Stephen Ellenbogen (Memorial University)

Abstract:
The benefits of impactful teaching and learning (ITL; e.g., collaborative assignments) to enhance critical awareness, professional capacities, and motivation is well established (Briggs and Fronek, 2020; Ryser, Markey, & Halseth, 2013). For over ten years, our School of Social Work has provided bachelor’s students with multiple opportunities for service learning and other ITL. As part of one course assignment, for example, students take leadership roles, engage with community-based organizations, and participate in scholarship. The intent was to enable a deeper understanding and appreciation of theoretical constructs, social justice, and research (Author a). This ITL became a naturalistic laboratory to conduct education research.

I present the results of two research projects, seeking to better understand (1) students’ immediate perceptions of the benefits and challenges of participating in course-based service learning (Author b); and (2) former students’ (now early career social workers) reflections on what aspects of their social work education they found impactful to their career. Both studies rely on qualitative methods (analysis of student papers and interviews). In the first study, students reported that service learning benefited their personal/professional development and understanding of community sector realities. Data analysis for the second study began in January 2025, preliminary results are presented. Findings from these studies and general reflections from the literature will nourish a discussion on the merits of investment in service learning and ITL in contemporary higher education. Attendees can expect to learn about an innovative service-learning strategy and contribute thoughts on and experiences with ITL.

Room: TI 100

Presenters:
Allison Fieldberg (NorQuest College), Rita Georgey, MacKenzie Parent

Abstract:
Our research presentation explores our collaborative experience of designing a transdisciplinary project centering the 2024 wildfire in Jasper National Park as a real-world event for inquiry and assessment. Our project design reflects a shift toward creating more authentic and formative forms of assessment, which place emphasis on the process of learning just as much as the final product of learning (Abrams & Gerber, 2013; Carless, 2019; Doppelt, 2009; Eseryel et al., 2011; Krajcik & Shin, 2014). Our motivation to collaborate on this design, despite our varied professional contexts, reflects the complex but very real alignment between our experiences as educators regardless of the age, ability, or contexts of our learners. Noticing the change needed in our various classrooms in our current educational moment, we approached this design project with the goal of teaching our students about real-world events in a way that might foster adaptable, flexible critical thinking in any context (Doppelt, 2009; Eseryel et al., 2011; Krajcik & Shin, 2014).

This design approach provides a holistic view of student learning, emphasizing both the development of content knowledge and the application of skills in a real-world context, but even more importantly has the potential to create engaging, active learning experiences for a diverse group of learners: from elementary school to the post-secondary classroom, from neurotypical learners to those requiring accessibility supports, from students living in proximity to global events to those far away. We hope to show that transdisciplinary design not only enhances critical thinking and problem-solving skills, but also nurtures creativity, empathy, and a sense of environmental stewardship that provides a way for learners in all contexts to engage meaningfully with real-world events.

Room: TI 160

Presenters:
Angela George (University of Calgary), Rachel Friedman (University of Calgary), Eleonora Buonocore (University of Calgary), Siobhan Kelly, Daniel Barnes, Isshel Ganoza Rodriguez, Laiba Rafiq (University of Calgary)

Abstract:
This session examines the use of learning portfolios in postsecondary education. Defined as a “limited collection of a student’s work used … to demonstrate the student’s educational growth over time” (Nitko & Brookhart, 2011, p. 280), portfolios provide an inclusive, student-centered means to document learning, enhance metacognitive skills, and foster self-awareness. Through reflective entries, students demonstrate achievements, engage critically with their learning, and develop lifelong skills such as self-efficacy, autonomy (Ziegler, 2014), critical reflection (Amaya et al., 2013), and improved academic performance and engagement (López-Crespo et al., 2022).

The session will discuss how the research team—comprising undergraduate and graduate students alongside professors—embarked on this project in language and culture courses. Reflections from both students and instructors will illustrate how growth was achieved and highlight areas for improvement. In alignment with Su (2011), these reflections create opportunities for meaningful inclusion by valuing diverse student experiences and fostering self-regulated learning. Finally, we will showcase the Open Access Resource we created, which provides guidance for implementing similar projects.

Grounded in scholarly perspectives on metacognition and integrative learning, this session will invite reciprocal engagement through collaborative discussion and shared strategies for implementing portfolio-based assessment. Participants will explore how portfolios can be adapted to their disciplines to encourage holistic student growth and foster inclusive learning environments. Ultimately, this session will demonstrate how reassessing assessment through portfolios promotes reflection, inclusion, and deeper learning, inviting educators across disciplines to implement portfolios to empower students, enhance teaching practices, and enrich the postsecondary educational experience.

References

• Amaya, P., Agudo, J. E., Sánchez, H., Rico, M., and Hernández-Linares, R. 2013. Educational e-portfolios: Uses and tools. Procedia-Social and Behavioral Sciences, 93, 1169–1173.
• López-Crespo, G., Blanco-Gandía, M. C., Valdivia-Salas, S., Fidalgo, C., and Sánchez-Pérez, N. 2022. "The educational e-portfolio: preliminary evidence of its relationship with student’s self-efficacy and engagement." Education and Information Technologies, 27(4), 5233-5248.
• Nitko, A. J., & Brookhart S. M. 2011. Educational assessment of students (6th ed.). Pearson.
• Su, Y-C. 2011. “The Effects of the Cultural Portfolio Project on Cultural and EFL Learning in Taiwan’s EFL College Classes.” Language Teaching Research, 15(2), 230-252.
• Ziegler, N. A. 2014. "Fostering self‐regulated learning through the European language portfolio: An embedded mixed methods study." The Modern Language Journal, 98(4), 921-936.

Connection to conference theme:
This session prompts consideration of the learning portfolio as an unconventional form of assessment. Rather than presenting a ‘snapshot’ of a student’s knowledge at a single point in time, the portfolio is a rich document that allows both student and instructor to observe the learner’s progress over time. Moreover, creating the portfolio entries involves the student engaging with the learning material itself in addition to developing greater capacity for self-reflection and metacognitive awareness of their own learning and knowledge. It is a form of assessment that can be implemented across many different disciplines.

Flipped Classrooms in First-Year Engineering: Effects on Workload, Stress & Wellbeing

Room: TI 118
Presenters:
Estacio Pereira (University of Calgary), Kim Johnston (University of Calgary), Sefat Rimpu (University of Calgary)

Abstract:
High-Perceived Workload is associated with several adverse outcomes. Mentally, students may experience stress, exhaustion, and even depression (Gardner & Parkinson, 2011; Shankar & Park, 2016; Slimmen et al., 2022). Physically, stress from Workload Perception can weaken the immune system, leading to illness (Shankar & Park, 2016). Academically, students overwhelmed by high workloads may resort to dishonest behaviours such as cheating or, in severe cases, drop out of courses altogether (Hernesniemi et al., 2017; Yangdon et al., 2021). The primary goal of this session is to present research findings on how flipped classroom models influence first-year engineering students’ perceptions of academic workload, stress levels, and overall wellbeing. Quantitative analysis from the study indicates that clearly articulated assignment instructions within time-controlled environments have a stronger impact on students’ perceived workload than the amount of time they spend preparing. Meanwhile, qualitative findings revealed several themes shaping the student experience, including a sense of excessive workload, barriers to accessing necessary resources, and time constraints limiting effective engagement.

This session aims to highlight the complexities of flipped classroom approaches, identifying areas of success as well as opportunities for improvement. In doing so, we will provide educators with practical recommendations for implementing or refining flipped classrooms, ultimately supporting student mental health, reducing stress, and enhancing overall academic success.

This session will create an inclusive space for open dialogue and guided reflection, ensuring participants—regardless of prior experience with flipped classrooms—can ask questions, share perspectives, and explore research findings together.

Room: TI 148

Presenters:
Jordan Keough (University of Calgary), Elaine Atay  (University of Calgary), Brae Anne McArthur (University of Calgary), Andrea Protzner, Adam Murry, Deinera Exner-Cortens (University of Calgary)

Abstract:
Post-secondary institutions have increasingly recognized the need for equity, diversity, and inclusion (EDI) policy and practice to support student wellbeing and educational success. Central to post-secondary EDI practice is the creation of equitable and inclusive learning environments where equity- and sovereignty-deserving students can meaningfully and safely participate. Scholars have stressed that post-secondary faculty, staff, and trainees can play a major role in enacting departmental change to support equitable and inclusive learning environments by collaborating with colleagues and administrators to forward EDI efforts. 

To promote change, it is imperative that faculty, staff, and trainees understand the significant educational barriers experienced by equity- and sovereignty-deserving students and recognize the ways their own social location impacts their approach to education. Thus, faculty, staff, and trainees can benefit from anti-oppressive training opportunities to contribute to an equitable and inclusive institutional culture. Allyship groups, which foster increased understanding of oppression and promote social justice advocacy, are a promising approach to support faculty, staff, and trainees in forwarding departmental EDI efforts. 

In this study, we developed and evaluated an allyship group curriculum for faculty, trainees, and staff within a university psychology department. Post-program, we conducted interviews with participants to collect feedback about the content and delivery of the program. In this session we will discuss the curriculum development process, learnings from participant feedback, and future directions for the implementation of EDI programming in post-secondary contexts.

Reassessing Mathematics Education Using Contextual Learning for Greater Relevance

Room: TI 110

Presenters:
Placida Dassanayake, Poornima Jayasinghe, Irushi Jayathunga

Abstract:
In our research presentation, we aim to share insights on integrating contextualized approaches in course redesign and teaching to foster student engagement in mathematics education. Motivating students to engage deeply with mathematics remains a persistent challenge, but we believe learners engage more  when they see its relevance to  their experiences or future careers. Guided by this belief, we redesigned two courses in two programs across two faculties: Numerical Methods course,  in the Sustainable Systems Engineering program and Introduction to Statistics course  in the Department of Mathematics and Statistics. These courses were  revised to align  with real-world contexts and applications, helping learners understand how numerical methods address sustainability challenges in engineering and how statistics aid decision making in real-life.

The primary goal of our presentation is to share insights gained from implementing contextualized teaching and learning. We aim to discuss the lessons learned during this process, including challenges faced by both instructors and students. Our session will outline the initial concept and implementation process, including redesigned class-notes and assessments.  We will share learner feedback gathered during this process, fostering transparency about our successes and areas for improvement including redesigning course assessment and evaluations. We will invite participants to engage in small group discussions to share  experiences with context-based education and  assessment  metrics they may have used. This collaborative exchange will foster reciprocal learning, enabling participants to offer suggestions and insights that can guide our next steps in evolving the course design.

Room: TI 250

Presenters:
Quentin Holbert (University of Calgary)

Abstract:
Language Learning Models (LLMs) enjoy widespread usage among teenage learners and have high approval among learners of all ages. (Sublime and Renna 2024, 16–18) Regardless of issues around efficacy or ethics surrounding LLMs, it becomes difficult to discern student learning from their outputs. (Grassini 2023, 6) In anticipation of LLMs growing more sophisticated or specialized systems becoming more available, instructors need to be prepared to re-evaluate the learning outcomes of undergraduate humanities courses to ensure that – regardless of tool availability – students are evaluated on processes that align with growth of skills or knowledge comprehension.  

The central question this session explores is “how do subjects in the humanities reframe student learning outcomes regardless of whatever generative AI tools exist?” This session will highlight possible directions for re-defining learning outcomes to better align with existing toolsets and anticipate long-term trends. The session will open with the presenter discussing the purpose of this question instead of (for example) discussions of incorporating or rejecting AI usage. The main focus will be on why certain skill or knowledge sets are valued within the humanities, and underlying processes in developing said skills/knowledge. Reflecting upon their desired learning outcomes for students, attendees will be prompted to discuss why these skills are desired, and the root process that reinforce said skills. This metacognition will be an essential pre-requisite to re-working evaluative methods in the humanities. While examples discussed may largely reflect the presenter’s subject matter expertise in history, this talk is relevant across the humanities.

Room: TI 120

Presenters:
Temiloluwa Fatokun (University of Calgary), Michele Jacobsen (University of Calgary)

Abstract:
We explore the impact of flipped learning as a pedagogical approach in biological and medical sciences, based on insights from a comprehensive literature review. We address how flipped learning influences student engagement, academic performance, assessment, and the application of educational theories in classroom settings.

Room: TI 140

Presenters:
Nicole Sandblom (Faculty of Science, University of Calgary), Éowyn Campbell (Faculty of Science, University of Calgary), Brian Gilbert (Faculty of Science, University of Calgary) Misgana Abraha

Abstract:
Reflection is an essential part of course design that supports a wide variety of learners (McRae et al. 2018). Using the DEAL model (Ash and Clayton 2009, Loy et al. 2021) in F18, we developed activities in which students considered feedback about their writing in our interdisciplinary course. Our research investigated the student and instructor experience (both TA and Sessional Instructor) with semi-structured conversational interviews, using a self-determination theoretical framework guided by thematic analysis. We will present our new findings regarding instructor experiences that illustrate how embedding reflection and feedback into course design can support early career educators find their voice as instructors. We will provide a printed and electronic handout summarizing effective resources for developing a teaching culture of reflective practice based in our research, and encourage engagement throughout the presentation with an interactive platform.

Intent for the session: Participants will examine how providing feedback and encouraging reflection can be important for growth as an educator and will discover how the findings may connect to their own teaching contexts.

Brief overview of meaningful inclusion: In addition to the research presentation and handout, we will use an interactive platform (e.g. Mentimeter) to encourage reflection about our study. This resource provides an opportunity for the participants to actively engage in our session and serves as an artefact to reflect on their teaching practice in context of our research and connect their own learning to that of others.

Room: TI 160

Presenters:
Amanda Musgrove (University of Calgary)

Abstract:
Specifications grading has advantages in simplifying grading and encouraging students to focus on the process of learning rather than individual grades, but many people believe it is difficult to apply in large courses, or courses with quantitative learning goals - such as analytical chemistry. In this session, participants will explore some options for complete or partial implementation of specifications grading in large, quantitative courses and have an opportunity to investigate how they can bring these principles into their own teaching. 

Room: TI 100

Presenters:
Cari Din (University of Calgary)

Abstract:
Picture a gym class. Are you seeing a ruthlessly judgmental environment?  Imagine a gym where students are co-creating a social learning space (Wenger-Trayner & Wenger-Trayner, 2020) and iteratively becoming the physical educator every individual deserves. In partnership with each other and their instructor, these students are creating and sustaining a learning culture where intentional tinkering and risk-taking happen (DiGiacomo & Gutiérrez, 2016). Students give and receive weekly formative feedback, and this form of shared assessment enriches their learning and their knowledge of how it happens (López-Pastor et al., 2017). This space has the challenging acoustics of a regular gym, but you will hear joy, see bold experimentation, and witness experiential learning in it – and no one is being judged.

Room: TI 110

Presenters:
Claire Hay (University of the Fraser Valley), Michael Corman (University of the Fraser Valley)

Abstract:
Ungrading is an umbrella term that can describe a variety of alternative grading approaches (Blum, 2020). Ungrading is a critical pedagogical approach that radically aims to centre student learning in the classroom by offering an alternative evaluation approach to conventional grades. These approaches are varied but may include instructor feedback and student self-assessment among  others (Blum, 2020; Clark and Talbert, 2023; Eyler 2024; Hasinoff et al, 2024; Stommel 2023).

In this session, the authors will share their own ungrading stories; exploring their ‘why’ and ‘how’ and reflect on their experiences.  Through a series of guiding questions, participants will explore tensions between conventional grading and their teaching values, identify supports and challenges of adopting ungrading in their context, and consider how to implement ungrading in their teaching practice. These reflective questions, together with a facilitated Q&A and peer conversation, will provide a framework for reassessing assessment in the varied courses and disciplines in which we teach.

Room: TI 118

Presenters:
Constance Blomgren (Athabasca University), Eliana Elkhoury        (Athabasca University), Levina Yuen (Athabasca University)

Abstract:
The nature of GenAI has sparked important educational questions and in autumn 2024, faculty at our Master of Education program began a high-level examination of GenAI curriculum. The curriculum review subcommittee began by examining the program’s core courses, including perspectives of accessibility, equity, and ethics. This subcommittee met weekly to discuss progress, collaborate, and create program and course changes. Program instructors provided initial survey feedback, and an organic implementation plan weighed changes to learner pathways through the degree. Examination of syllabi, program, and course learning outcomes occurred, as well as supporting foundational lexicon (Ministry of Education and Child Care, 2024) and introductory understanding of Gen AI (Bozkurt et al., 2024) in the initial gateway course. This curriculum foundation included conceptualizing AI literacies (Ng et al., 2021) and a Learner Digital Acknowledgement statement (Weaver, 2024).

As part of furthering this foundation and affecting educational ethics in the context of AI (Holmes et al., 2022), a self-reflective and critical thinking application of value focused decision-making (Keeney, 1994) will be the purpose of this workshop. Participants will explore the elevation of preferences as part of values first, actions second regarding the use of GenAI and AIED. Through taking on diverse graduate students’ perspectives workshop attendees will review and discuss a draft of a values-based decision-making worksheet that addresses the values, concerns, and benefits of education and GenAI and AIED. Workshop feedback will deepen and refine the use of value-based decision-making as part of educational ethics in the age of GenAI.

Room: TI 120

Presenters:
Frances Sobolak (Purdue University) , Anne Mease (Yukon Native Language Centre (YNLC))

Abstract:
In this session, we explore how Indigenous approaches to learning align with growth-based assessment practices used in postsecondary settings (e.g., reflection, ungrading; see Clark & Talbert 2023). The time will be organized as such: first, a 20-minute overview of the authors’ approaches to assessment in a postsecondary language program for Indigenous students and Linguistics/English courses at a postsecondary primarily white institution (PWI); second, a 40 minute dialogue with participants about what kind of courses/content invite student reflection and co-creation of growth-based assessment practices. 

Throughout the session, we emphasize how growth-based approaches to assessment are inclusive ways of supporting Indigenous and other nontraditional learners in the post-secondary space (Preston & Claypool 2021). We hope that participants leave this session with an overview of what blended assessment practices can look like and an appreciation of how growth-based assessments support a breadth of students. Our session’s dialogue is framed in the authors’ approach to relationality and community-building in Indigenous language programs: participants will spend time connecting with each other before collaboratively engaging in reflection.

Room: TI 250

Presenters:
Jenny McKenney (University of Calgary), Christian Olbey (University of Calgary )

Abstract:
This session takes as its inspiration Leidy Klotz’s premise, in his book Subtract, that the best design solutions often involve taking away or, as his title indicates, subtraction. Although Klotz’s book takes up topics more closely related to his expertise in engineering and architecture, to what extent are his subtractive principles applicable and useful to how we teach and assess students, especially in the Humanities? In this session, participants will be asked to radically question some of the current governing principles of course design and assessment principles including questions around low stakes assignments, assignment and rubric design, and course learning outcomes.

Participants will be asked to consider how we balance the necessity of teaching and assessment transparency with our desire to foster creativity, imagination, and resourcefulness in our students, or thinking “outside the box” in increasingly scripted learning environments. Crucially, we invite responses to how subtractive thinking might be necessary to instructor and student wellness. As instructors find themselves in increasingly untenable and unsustainable labour conditions, with swelling classes and student numbers, when might subtraction become both a logistical and health necessity? 

On the student side, how might streamlined courses of study, focused more on qualitative than quantitative experiences, foster more sustained, meaningful student engagement and concept richness? Session facilitators will offer provocations about assessment principles based on the idea of subtractive design. Session participants will have the opportunity to reflect on and share what, in their own teaching practice, they might fruitfully do without.

Room: TI 148

Presenters:
Laleh Behjat, Robyn Paul

Abstract:
The rapid emergence of generative AI tools has fundamentally disrupted traditional assessment practices and has made them less reliable for measuring authentic learning outcomes in postsecondary education. This raises critical questions about their relevance and effectiveness [1].

This workshop explores how we can radically rethink assessment as a tool for learning rather than merely a measure of achievement. The workshop focuses on using the Agile method [2]. to transform assessment into a tool for learning while making the assessment more accessible and inclusive and reducing the stresses related to test taking. The workshop addresses three essential questions:

“What does meaningful assessment look like in experiential learning opportunities?”Agile-inspired methods transform assessments into iterative, reflective processes emphasizing learning through doing, fostering deeper understanding and skill development.

“How can we involve students in the assessment process?”Agile-inspired assessment centers on student autonomy, ownership and self-reflection. Where students actively evaluate their progress, identify improvement areas, and create actionable learning plans, promoting metacognition and personal growth [3].

“How can we design sustainable, authentic assessments within existing constraints?”This method focuses on formative feedback and flexibility, embedding assessment into the learning process to balance workload demands while supporting meaningful and authentic experiences.

The workshop will be interactive, with participants engaging in a simulated Scrum to experience Agile-based assessment firsthand. Participants will reflect on their learning based on the feedback. At the end of the session, participants will receive a practical toolkit to adapt to their courses.
 

Experiential Learning to Promote Sustainability: The Transformative Impact of PRME

Room: TI 148

Presenters:
Leighton Wilks (University of Calgary), Catherine Heggerud (University of Calgary), Justin Knibbe (University of Calgary)

Abstract:
In 2007 The United Nations Global Compact’s (UNGC) Principles for Responsible Management Education (PRME) formalized a global commitment to integrating sustainability into postsecondary management education. More than 850 business schools are currently PRME signatories committing to develop responsible, self-aware, and empathetic decision-makers through measurable outcomes towards sustainable development goals (Principles for Responsible Management Education, n.d.). Recently, PRME released the i5 Playbook (5 Impactful Methods to Transforming Business Education) as a pedagogical guide to assist educators in developing responsible business leaders (Principles for Responsible Management Education, 2023). The i5 playbook provides five concrete pedagogical approaches to guide the development of classroom activities that include: (1) make learning meaningful, (2) foster joy and well-being, (3) develop supportive social interaction, (4) facilitate active engagement, and (5) design for iteration.

The authors have three goals for this session. First, we would like to introduce PRME and the i5 playbook to an audience of instructors outside of management education to demonstrate the utility of these tools in bringing sustainability into the classroom. Second, each of the authors will provide an overview of an experiential learning activity that was developed utilizing PRME and the i5 playbook to demonstrate how we have brought these approaches to different managerial disciplines. Finally, we will facilitate a discussion aimed at developing ideas for incorporating sustainability into experiential learning, recognizing opportunities and challenges of these types of activities.

Supporting multi-modal assignments and other emerging assessment needs through flexible and agile grassroots collaborations with academic support units

Room: TI 140

Presenters:
Sara Sharun (Mount Royal University), Lauren Cross (Mount Royal University), Luciano Da, Rosa Dos Santos (Mount Royal University)

Abstract:
Faculty assign multimodal assignments (e.g., podcasts, videos, and infographics) in an effort to embrace diverse forms of knowledge sharing, develop digital literacy skills (Rodrigo and Davis, 2022), and make assessments more authentic and meaningful. However, these assignments require transdisciplinary knowledge and technical skills that can make them challenging for both faculty and students. In our interactive session, we will describe how we – a librarian, a learning strategist, and a faculty developer – partnered in response to increasing prevalence of and interest in multimodal assignments on our campus, and to provide faculty with holistic, integrated support for these assignments.

Many Canadian post-secondary institutions provide teaching and learning support through various units such as libraries, writing and academic skills centres, and teaching and learning centres. Although some partnerships between these units exist (Murphy, 2017; Deitering & Filar-Williams, 2018), in many cases they work in isolation, leaving faculty and students to identify and access the distinct support needed at different stages of assessment design and implementation. We will share how we articulated our expertise for faculty and unlocked our potential as “third space” professionals (Whitchurch, 2013) to work more authentically and effectively together to support teaching and learning for multimodal assignments.

In this session we will invite participants to discuss “third space” collaborations at their institutions and generate ideas for sustainable, robust, and flexible collaboration between faculty and academic support professionals that can respond to emerging higher education assessment needs.

The Art of Multiple Choice: Crafting Effective Questions for Blended and Online Learning

Room: TI 250

Presenters:
Tyson Kendon (University of Calgary), Lorelei Anselmo (University of Calgary)

Abstract:
In both formative and summative assessments, multiple choice questions are a helpful tool for instructors and students to confirm and build students' current understanding.  Creating high-quality multiple-choice questions (MCQs) is a skill that needs development and practice (Haladyna, 1989 & 2002). This interactive session will focus on the principles and practices of designing high-quality multiple-choice questions which help uphold academic integrity and help improve the use of MCQs for learning.

Participants will engage in a hands-on workshop where they will:

• Identify the essential components that make MCQs effective, including clarity, relevance, and alignment with learning objectives.
• Review and critique sample MCQs to identify common pitfalls and strengths
• Discuss strategies to design MCQs that minimize opportunities for academic dishonesty and uphold the integrity of assessments.
• Discover strategies to deploy MCQs to digital learning platforms for both summative and formative purposes.
• Contribute to a collaborative learning platform to share your own MCQ examples and receive feedback from peers and facilitators.

Throughout the session, participants will engage with each other by sharing their own questions, expertise, and experiences and by constructing their own MCQs. Participants leave with practical skills and new ideas for improving their multiple-choice question assessment strategies.

Join us for this interactive session to hone your ability to design effective multiple-choice questions, ultimately leading to better assessment practices.

Assessing the Impact of Undergraduate Research: A Scoping Review: Assessments used to Measure the Impact of Undergraduate Research Experiences: a Cross-Disciplinary Scoping Review

Room: TI 120

Presenters:
Fatima Mraiche (University of Alberta), Catherine Dobler (University of Alberta), Hilyatuz Zahroh (University of Alberta), Linda Fardinnejad (University of Alberta)

Abstract:
Undergraduate Research Experiences (UREs) are increasingly recognized as important components of higher education. They provide students with opportunities to apply theoretical knowledge to real-world problems, develop an array of academic and professional skills, and foster student interest in research-oriented careers and graduate studies. Despite their recognized value, it is challenging to assess the extent of their benefits due to the diversity of research experiences and the corresponding variety of assessment tools. To understand the impact of UREs across disciplines and formats, systematic searches were used to identify literature discussing the skills and outcomes gained during UREs. 

Assessment tools used and their validation status were also identified. Of the 38 studies included for evaluation, 12 studies (34.3%) did not provide validation information for their assessment tools, 20 used widely used and validated tools (51.3%), and 16 reported self-validation techniques (41.0%). Assessment methods were categorized into direct or indirect approaches with 3 studies using direct methods (7.9%), 16 using indirect (42.1%), and 19 using a combination of both types of assessment (50.0%). 

This presentation will provide insight into the tools used to assess UREs and the variety of skills and outcomes being evaluated. It will also highlight the importance of using validated assessment tools. During the question period, participation from all audience members will be encouraged and suggestions for improvement or future directions will be welcomed. 

Room: TI 148

Presenters:
Christine Mishra (OISE, University of Toronto)

Abstract:
This session aims to broaden the conversation about transferable skills beyond employability, emphasizing their importance for academic success, research, personal development, and responsible citizenship.

The massification of higher education includes a shift from the liberal education ideal to include an increasing focus on skills (Trow & Burrage, 2010). High participation systems of higher education, like Canada’s, aim to prepare students for life in an advanced industrial society, emphasizing adaptability to rapid social and technological changes (Marginson, 2016; Trow & Burrage, 2010). Developing transferable skills is crucial for this adaptability.

However, calls for increased focus on skills often raise concerns among academics about increased emphasis on employability, potential encroachment of neoliberalism, and threats to academic freedom and autonomy (e.g. Harvey, 2000; Osborne & Grant-Smith, 2017). I argue that in the case of transferable skills, these concerns may be exaggerated, since they align with the empowering capabilities approach (Alkire, 2005), and can often be integrated into university curricula with minimal effort and without threatening faculty autonomy.

Beyond employability, transferable skills (such as critical thinking, problem-solving, time management, collaboration, and communication) are vital for academic success, research, personal development, lifelong learning, responsible citizenship, and solving complex global problems. Their explicit inclusion can also enhance student motivation and engagement for deeper learning.

The session will include opportunities for participants to reflect on and share their perspectives on transferable skills, discuss how these skills may or may not be included in their courses already, and explore ideas for further incorporating these skills into their curricula.

Considerations for institutional adoption of new (and existing) learning technologies

Room: TI 118

Presenters:
Corey Flynn, D'Arcy Norman

Abstract:
Designing and implementing authentic assessment in post-secondary courses can be limited by the capabilities of tools provided by an institution. Authentic assessment practices that go beyond simple online quizzes often require the adoption of new software applications to meet the pedagogical goals of instructors while supporting high quality learning experiences of students. University-wide adoption of new learning technologies requires careful balancing of innovation with practical and ethical considerations. Implementing advanced technologies often requires significant investment in infrastructure, licensing, and ongoing maintenance.

In this session, we will expand on these challenges using the discussions surrounding the adoption of the assessment management tool Gradescope at the University of Calgary.

Room: TI 100

Presenters:
Eda Pitka, Lisa Stowe

Abstract:
This session presents initial findings from a multidisciplinary, multi-year Scholarship of Teaching and Learning (SoTL) project focused on Critical Reflection (CR) as a widespread assessment strategy at our university. CR is a vital process that promotes student development, enhances metacognition, and encourages problem-solving and future-oriented thinking. The study investigates how CR is practiced across various disciplines and units, identifying both commonalities and differences in approaches. The findings aim to inspire educators to adopt CR as an assessment tool that fosters critical thinking, resilience, and lifelong learning among students.

Room: TI 140

Presenters:
Gbenga Adejare (University of Calgary)

Abstract:
As an instructor, I have observed many shifts in the teaching landscape over the years, particularly in how students engage with the material presented in a course. While assessments remain an essential tool for evaluating the effectiveness of knowledge dissemination, I have come to recognize the growing importance of considering the fluid nature of the learning environment. 

Various factors—both apparent and subtle—can significantly influence student performance on assessments. For example, the rise of technology in education, especially with the advent of generative artificial intelligence, has prompted instructors to rethink traditional evaluation methods. At the same time, the diversity of students is undeniable, encompassing differences in social status, gender, lived experiences, cognitive abilities, and more. In this presentation, I reflect on how adopting an engaging, student-centered pedagogy, inspired by the work of Audre Lorde, has enabled me to develop creative and inclusive approaches to assessing students. I will share practical insights into both the challenges and opportunities of co-creating knowledge in ways that ignite students’ potential. 

These approaches not only help students internalize the material but also empower them to excel in ways that go beyond the constraints of traditional assessment models.

Room: TI 230

Presenters:
Janet Leahy (University of Calgary), Jonathan Hudson (University of Calgary), Etienne Pitout (Southern Alberta Institute of Technology)

Abstract:
Game-based learning (GBL) refers to the process of using educational games as a learning tool [1]. Unlike gamification, which introduces game-like aspects such as point systems or leaderboards into regular course activities, game-based learning involves achieving learning outcomes through fully-fledged games. GBL provides a unique opportunity to add “fun” into the learning experience, and has been shown to boost student enjoyment, lead to deeper learning outcomes, and can be used to foster higher-order skills such as teamwork, creativity, and problem-solving. There is also evidence to suggest the benefits may be even stronger for students who are apprehensive about the course material [2]. While there is a growing body of literature on GBL in higher education, it is primarily used as a tool for teaching. There are relatively few examples of how it can be used effectively as a means of assessment; however, we believe GBL to also have interesting applications in this setting as well.

In this session, we will present two examples of game-based assessments that we have developed for courses in Computer Science. We will share the design principles used, our observations on effectiveness, and formative feedback collected. Our goal is to broaden the options that can be considered when designing student assessments and to inspire ways that they can be designed to promote fun, engaging, and effective learning experiences for both the instructor and students. We will foster a space for shared learning and meaningful inclusion during the presentation by encouraging open dialogue, valuing diverse perspectives, and ensuring equitable opportunities for engagement and participation.

I’ve never done anything like it before…beats the pants off of writing essays and tests all semester – A phenomenological look at students’ experiences of ungrading 

Room: TI 110

Presenters:
Michael Corman, (The University of the Fraser Valley), Claire Hay (The University of the Fraser Valley)

Abstract:
Ungrading is a critical pedagogical approach that aims to bring social justice principles into the classroom. It is geared towards increasing learner motivation, reducing student stress, and enhancing learner autonomy and risk-taking by centering principles of equity, diversity, and inclusion in the classroom (Blum, 2020; Stommel, 2023). While methods vary, ungrading can provide students with opportunities to self- assess their assignments including assigning a grade in consultation with the instructor, essentially flipping the conventional form of grading  on its metaphorical head. As such, ungrading emphasizes the learning process and not conventional grades (Blum, 2020; Clark and Talbert, 2023; Eyler 2024; Hasinoff et al, 2024; Stommel 2023). 

In this presentation, we report on study findings that explored the ungrading experiences of students across three disciplines. Student experiences of ungrading was explored through the completion of an anonymous survey (HREB approved) at the end of the semester for which they were enrolled in a class that used ungrading. In part, students were asked to reflect on their experiences through open-ended questions. This presentation phenomenologically explores how students give meaning to ungrading. In doing so, the lived-experiences of students will be highlighted. Questions explored include but are not limited to: “how do students describe ungrading?” “How did ungrading help, or hinder, their learning?” “What should instructors consider if using ungrading?”

Room: TI 160

Presenters:
Jessica Bekker (University of Calgary), Robyn Paul (University of Calgary)

Abstract:
To retain Indigenous students in STEM programs there is a need to include Indigenous Knowledges and Perspectives in STEM postsecondary education that leverages and builds on their lived experiences [1].  Learning activities are often experiential, and may range from introducing Indigenous voices, to placing value cultural practice and to recognizing community rights, such as TRC and UNDRIP [2]. However, faculty members often struggle to integrate these into course learning cycles [3]. Our project aims to intentionally design reflective tools and assessment rubrics for Indigenous experiential learning activities, building off other models such as DEAL [4].

For the session, we will test a draft Indigenous Reflective Learning Framework and Rubric. We will start with an abbreviated 10-minute Indigenous storytelling activity conducted by an invited guest. Next, participants will complete a reflective learning activity on their experience. Finally, participants will do a mock grading of each other’s written reflections.  Throughout, we will describe the design choices of the learning activity and assessment tool, while also seeking feedback and discussion from participants.

The format of workshop will encourage an open and safe discussion for participants to share experiences and lessons learned.

Goals of session:

• Motivate attendees to meaningfully design reflection activities and rubrics for Indigenous experiential learning activities.
• Describe, test and critique an Indigenous Reflective Learning Framework and Rubric.
• Collaboratively learn together through relational dialogue [5].

Overall, this workshop aims to provide attendees with a learning and assessment tool that is tailored to the inclusion of Indigenous Knowledges and Perspectives in STEM education.

Room: TI 100

Presenters:
Megan Lochhead (University of British Columbia, Okanagan Campus)

Abstract:
Establishing program learning outcomes (PLOs) is critical for aligning curricula with the Canadian Degree Qualifications Framework, yet faculty resistance remains a significant barrier. Concerns about workload, academic freedom, and the perceived purpose of assessments often hinder progress. This session highlights a grassroots approach used by our Faculty to develop PLOs through a deeply consultative and inclusive process. I will share challenges, such as overcoming resistance, and successes in fostering collaboration and buy-in. Attendees will gain practical insights and strategies for engaging stakeholders to enhance program quality and create a culture that values continuous improvement.

Enhancing AI Literacy through Experiential Learning: The Impact of Chatbot Prototyping on Students in Non-technical Programs 

Room: TI 110

Presenters:
Leslie Salgado Arzuaga

Abstract:
This presentation explores the potential of small experiential learning (Small EL), specifically the development of a prototype chatbot, to enhance AI literacy for students in non-technical programs. This session presents findings from an assignment where students taking the course [anonymized]were tasked with designing a chatbot for [anonymized]. The session delves into the assignment’s impact on students’ comprehension of AI systems, ethical considerations, and social implications of bot-mediated communication. Equally, it provides recommendations to foster practical understanding and critical thinking about AI by involving students in hands-on AI-related projects using non-code tools.

Room: TI 118

Presenters:
Mahnoor Fatima (University of Calgary), Natasha Graspar (University of Calgary), Oluwakemi Adebayo (University of Calgary), Samaira Guleria       (University of Calgary), Sahar Esmaeili (University of Calgary)

Abstract:
The session will examine findings from our literature review regarding how different post-secondary institutions/programs are addressing the increasing use of artificial intelligence (AI) in academia (Author, 2024). We will examine the ethical questions and issues that need to be considered when incorporating this technology (Authors, 2024). Two focus areas of our research, in addition to general post-secondary communities, is how AI is being used within Northern Indigenous post-secondary communities (Authors, 2020) to bridge the gap between Western and Indigenous pedagogy and AI’s role in the social work sector (Authors, 2023). We aim to discuss how understanding AI usage and how to appropriately shift assessment criteria in post-secondary communities to reflect this change (Authors, 2023) 

The goal of our session is to open up conversation with students and faculty alike on how they view AI usage in academia, how they view the ethics of AI in knowledge creation, and how to navigate the complexities with using AI. We also wish to provide grounded research in the use of AI in academia to combat the misinformation and hesitancy surrounding AI (Authors, 2024).  A final goal of our session will be for participants to have a clearer understanding of AI and how it can be utilized.   

By having an overview of the research and its findings, we hope to engage in a more discussion style presentation, with opportunities for those attending to share their thoughts, insights and experiences to create a rich and reciprocal learning environment.  

Room: TI 120

Presenters:
Miao Li (University of Calgary), Shweta Soni

Abstract:
This presentation highlights an innovative approach to equitable and personalized assessment in higher education, drawing on insights from neuroscience, sociolinguistics, and language acquisition. We will showcase a research project designed to address diverse learning profiles in intermediate French courses at our university.

Informed by cognitive science research on recall and repetition, the project invites students to engage in three months of learning outside of class. It integrates three core assessment methods: the DELF international language exam, personalized verbal feedback, and self-reflection/self-evaluation. These methods foster an inclusive, accessible, and equitable learning environment while promoting metacognitive skills and academic integrity.

The standardized DELF exam assesses students’ written and oral French competencies, providing a broad and equitable measure of skills. Personalized verbal feedback allows for learner-centered evaluation, helping students identify strengths and set specific development goals. Self-reflection occurs through online quizzes, providing a low-stakes, self-paced environment with multiple attempts to encourage proficiency. Grades are withheld until the final deadline to prioritize learning over performance.

Our session will engage attendees with interactive activities, such as language repetition exercises, to demonstrate the effectiveness of these assessments. Participants will reflect on their own practices and discuss how to adapt these strategies in their classrooms. We propose that combining these assessments creates an equitable and personalized learning environment. As we continue to evaluate the effectiveness of these methods in our research, we hope to extend them to formal classroom settings, contributing to the broader conversation about meaningful and student-centered assessment in higher education.

Room: TI 230

Presenters:
Matthew Parker (University of Calgary, SAPL)

Abstract:
This presentation examines a Winter 2025 elective course where students collaboratively developed innovative assessment paradigms that foreground process over final deliverables. By challenging the conventional fixation on polished outputs, the course cultivated an iterative, exploratory, and joyful learning environment. Students engaged with video game engines as platforms for experimentation, tackling disciplinary challenges in architectural visualization while collaboratively constructing evaluative metrics rooted in critical engagement and reflective practice. By emphasizing process, the course encouraged students to embrace uncertainty, freely experiment, and iterate on their ideas, fostering a mindset that values growth and discovery over perfection.

The session will provide a platform for attendees to share and critically examine strategies for rethinking assessment methodologies in design education. Drawing on qualitative data—including reflective student narratives, peer-assessment records, and observational analyses—the presentation will explore how process-centered frameworks foster intellectual risk-taking, deepen engagement, and expand creative boundaries. The session’s dynamic format includes reciprocal learning through structured discussions, a robust Q&A segment, and hands-on demonstrations of the interactive environments students developed during the course. These demonstrations will showcase tangible examples of how assessment models can be reimagined to prioritize iterative exploration.

This session underscores the importance of aligning assessment with the inherently iterative ethos of creative disciplines. By situating evaluation as a reflective and participatory practice, attendees will gain actionable strategies and adaptable frameworks to inspire and implement process-oriented methodologies. Participants will leave equipped with innovative tools to promote collaboration, experimentation, and sustained critical engagement in their own educational contexts.

Room: TI 100

Presenters:
McKenna Sperry (University of Calgary), Thomas O'Neill (University of Calgary)

Abstract:
Postsecondary institutions are increasingly finding opportunities to integrate collaborative group projects into coursework since they prepare students for teamwork experiences in their careers. However, despite their significant presence in engineering and STEM fields, neurodivergent students’ voices are underrepresented, and their teamwork experiences are under-explored (Syharat et al., 2023). Given the critical role postsecondary education plays in individuals' professional identity formation, there is a need to understand how neurodivergent students' teamwork experiences might differ from their neurotypical peers (Hamilton & Petty, 2023; Kandiko Howson & Kingsbury, 2024; Salvatore et al., 2024). Information gathering and exploration are necessary first steps in contributing to frameworks that inform practices on fostering neuro-inclusive team environments where the potential of neurodivergent individuals is realized (Zolyomi et al., 2018).

I conducted a phenomenological study to understand the teamwork experiences of neurodivergent students at my university. In this session, I will highlight themes from my interviews, in which I was able to gain greater insight into students’ perceptions and experiences of teamwork and conflict. My preliminary findings suggest that traditional theories attempting to explain the social elements of neurodivergence are limited in their capacity to capture the nuanced ways in which neurodivergent individuals seek to understand and relate to others, particularly in team contexts. By inviting feedback, ideas, and questions on this research, I hope to engage attendees in meaningful discussions on implementing inclusive practices that support neurodivergent students within team-based learning environments. These discussions have the potential to influence collaborative learning outcomes in engineering education.

Room: TI 148

Presenters:
Olivia Fulton (University of Calgary), John McLennan (University of Calgary), Fabiola Aparicio-Ting (University of Calgary)

Abstract:
The COVID-19 pandemic accelerated a shift to online learning, including an increased implementation of online undergraduate course-based research experiences (CUREs). Several models and examples of online CUREs have been published (1,4), however, there is not a synthesis of these initiatives. This scoping review aimed to synthesize studies of online CUREs to inform evidence-based implementation. A systematic search was performed in multiple databases (e.g., Google Scholar and Academic Search Complete). Inclusion criteria for studies in the review included (i) an online course format, (ii) a research component, and (iii) an undergraduate focus. Abstracts were screened within Covidence by two reviewers, with a third reviewer resolving any disagreements. Selected abstracts underwent full-text review by two reviewers. Of the originally identified 266 papers, 40 were included in the final scoping review.

This session will highlight preliminary findings from this scoping review. Themes to be discussed include how the online format may increase accessibility to research-based courses; how incorporating publicly available data, instead of primary data collection, may foster more transferable research skills; and how an online format has inspired innovations in assessment. Challenges will also be discussed including maintaining student engagement in an online format and facilitating hands-on, technical skills. The session will also provide an opportunity for interactive questions and discussion, allowing participants to share their experiences with online CUREs or reflect on how they might design an online CURE for their context and discipline.