Program
Our preliminary program is now available below. This program indicates which sessions will be livestreamed and which will be available only for face-to-face (F2F) participants. Each concurrent session block is linked to the detailed descriptions of its scheduled programming.
Please note this program is subject to changes and updates as our conference planning continues.
In-person conference registration is open in the Whale Atrium of the Core Science Facility (CSF) from 8:30 a.m. to 4 p.m. on Wednesday, April 30 and from 8:30 a.m. to 9:00 a.m. on Thursday, May 1.
| Time | Location | Event |
|---|---|---|
| 9:00 a.m. - 9:10 a.m. | CSF 1302 |
Land Acknowledgement and Welcome (livestreamed) Dr. Jennifer Lokash, president and vice-chancellor pro tempore |
| 9:10 a.m. - 9:25 a.m. | Conference Opening, 100th Anniversary Video Launch and Introduction of Dr. Eaton (livestreamed) Dr. Jeannette Byrne, associate professor, Faculty of Human Kinetics and Recreation |
|
| 9:30 a.m. - 10:30 a.m. | Visiting Keynote: Inspiring Human Integrity in the Age of Artificial Intelligence (livestreamed) Dr. Sarah Eaton, professor and research chair, Werklund School of Education, University of Calgary |
|
| 10:30 a.m. - 11:00 a.m. | CSF 1302 and Whale Atrium | Birds of a Feather Session and Networking with Dr. Eaton (F2F) Refreshments and snacks provided at 10:30 a.m. |
| 11:00 a.m. - 12:00 p.m. | Whale Atrium | Scholarship of Teaching and Learning Poster Session (F2F) |
| 11:30 a.m. - 12:30 p.m. | CSF 3201 | AI Community of Practice Meeting (hybrid) |
| 12:00 p.m. - 1:00 p.m. | Lunch Break (not provided) | |
| 1:00 p.m. - 2:00 p.m. | Concurrent Sessions Set 1 | |
| CSF 5115 |
Interactive Workshop
|
|
| CSF 3201 |
Presentations
|
|
| CSF 1203 |
Spark an Idea
|
|
| CSF 2101 |
Welcome to My Classroom
|
|
| 2:15 p.m. - 3:15 p.m. | Concurrent Sessions Set 2 | |
| CSF 5115 |
Interactive Workshop
|
|
| CSF 3201 |
Presentations
|
|
| CSF 1203 |
Spark an Idea
|
|
| CSF 2101 |
Welcome to My Classroom
|
|
| 3:30 p.m. - 4:30 p.m. | Concurrent Sessions Set 3 | |
| CSF 5115 |
Interactive Workshop
|
|
| CSF 1203 |
Presentations
|
|
| CSF 2101 |
Presentations
|
|
| CSF 3201 |
Presentations
|
| Time | Location | Event |
|---|---|---|
| 9:00 a.m. - 9:05 a.m. | CSF 1302 | Land Acknowledgment and Welcome and Reflection (livestreamed) Dr. Dennis Peters, interim associate vice-president (academic) |
| 9:05 a.m. - 9:10 a.m. | Introduction of Dr. Côté (livestreamed) Dr. Jeannette Byrne, associate professor, Faculty of Human Kinetics and Recreation |
|
| 9:15 a.m. - 10:15 a.m. | Memorial Keynote - Slow Teaching: A Reflective Approach to Teaching and Learning (livestreamed) Dr. Isabelle Côté, associate professor, Department of Political Science |
|
| 10:15 a.m. - 10:45 a.m. | Whale Atrium | Networking with Dr. Côté (F2F) Refreshments and snacks provided at 10:00 a.m. |
| 11:00 a.m. - 12:00 p.m. | Concurrent Sessions Set 4 | |
| CSF 5115 |
Interactive Workshop
|
|
| CSF 2101 |
Presentations
|
|
| CSF 3201 |
Presentations
|
|
| CSF 1203 |
Spark an Idea
|
|
| 12:00 p.m. - 1:00 p.m. | Lunch Break (not provided) | |
| 1:00 p.m. - 2:00 p.m. | CSF 1302 | Teaching Dialogues Plenary: The Art of Inspiring Learning Through Innovative Teaching Practices (livestreamed) Dr. Amy Warren, provost and vice-president (academic) (facilitator) Dr. Jeannette Byrne, associate professor, Faculty of Human Kinetics and Recreation Dr. Isabelle Côté, associate professor, Department of Political Science Dr. Sarah Eaton, professor and research chair, Werklund School of Education, University of Calgary |
| 2:00 p.m. - 2:10 p.m. | Conference Reflections and Acknowledgements (livestreamed) Bonnie Simmons and Dr. Kim Myrick, co-directors, Centre for Innovation in Teaching and Learning |
|
| 2:10 p.m. - 3:00 p.m. | Whale Atrium | 100th Anniversary Reception: Celebrating Teaching Excellence Dr. Jeannette Byrne, associate professor, Faculty of Human Kinetics and Recreation (host) |
Concurrent Sessions
The Memorial Teaching & Learning Conference 2025 includes four types of concurrent sessions:
- Interactive Workshops
- Presentations
- Spark-an-Idea Talks
- Welcome to My Classroom
There are four concurrent sessions planned for this year's conference. Detailed descriptions for the presentations scheduled for each session are provided below. Please see for more information about each session type.
The following presentations are scheduled during Concurrent Session One from 1:00 p.m. - 2:00 p.m. on Wednesday, April 30.
Interactive Workshop in CSF 5115
CITL’s Curriculum Renewal Service: Discover, Explore and Engage
Primary Presenter: Jim Tuff (Educational Development, Centre for Innovation in Teaching and Learning)
Modality: On-site
The Centre for Innovation in Teaching and Learning has been involved with course design for several decades but has only been involved with curriculum and program design on an informal basis within the past few years. This interactive workshop will provide an overview of the new curriculum renewal service that CITL is now making available to academic units and will discuss the impacts and opportunities curriculum renewal affords teaching and learning. Participants will engage in activities associated with phases of the curriculum renewal process with an opportunity to incorporate current or proposed curriculum renewal efforts from within their own academic unit.
Presentation in CSF 3201
Teaching and Learning for Cyborgs (i.e., Our Students, and Also Ourselves)
Primary Presenter: Ryan Murphy (Assistant Professor, Business Administration, School of Arts and Social Science, Grenfell Campus)
Modality: Hybrid
Today's students learn with powerful digital augments that extend their memory and amplify their thinking, and they will continue to use and depend on these tools as graduates. Yet educational evaluations are typically designed to resist these tools, preventing and punishing their use. Participants in this session will explore and debate the tension between this traditional educational paradigm and its cybernetic alternative. We’ll critically examine assumptions about teaching, learning, and assessment in a tech-augmented world. Participants will ultimately co-create principles for effective, ethical education in these competing paradigms, providing scaffolding for innovative teaching that reflects modern paradigms of knowledge management.
AI in Graduate Academic Writing: Opportunities and Challenges
Primary Presenter: Dr. Siyin Liang (Doctoral Candidate, Faculty of Education)
Co-presenter: Dr. Xuemei Li (Professor, Faculty of Education)
Modality: On-site
In academic writing and research – a foundational capacity across educational systems and academic disciplines – the use of Artificial Intelligence (AI) applications has grown rapidly, with these tools tailored to meet different needs. This presentation explores the key issues discussed in the existing literature regarding the use of AI in graduate students’ academic writing, the theoretical lenses and methods used by researchers in these studies, and the areas that remain underexplored. Special attention is given to the opportunities and challenges faced by instructors, and the implications for Canadian universities, including Memorial University of Newfoundland.
Spark an Idea in CSF 1203
Engaging Students Through Educational Escape Rooms: A Gamified Approach to Learning
Primary Presenter: Tayebeh Sohrabi (Doctoral Candidate)
Co-presenters: Dr. Shabnam Asghari (Professor, Primary Healthcare Research Unit, Faculty of Medicine), Dr. Cheri Bethune (Professor, Family Medicine, Faculty of Medicine), Wendy Graham (Professor, Family Medicine, Faculty of Medicine), Emily Hussey (Primary Healthcare Research Unit, Faculty of Medicine)
Modality: Hybrid
Active learning strategies enhance student engagement, but traditional methods often struggle to sustain students' interest. This session explores the use of educational escape rooms as an innovative teaching tool that fosters problem-solving, collaboration, and critical thinking. By embedding learning objectives within an immersive, game-based experience, instructors can create interactive and memorable learning environments. This session will introduce key principles of designing an escape room for educational purposes, share practical implementation strategies, and provide sample activities. Participants will leave with tools to integrate gamification into their teaching, making learning more dynamic and impactful across disciplines.
CMST 4004: A Case Study in Teaching Generative AI in the Humanities
Primary Presenter: Dr. Aaron Tucker (Assistant Professor, Dept. of English, Faculty of Humanities and Social Sciences)
Modality: Hybrid
As Generative AI continues to spread through the daily activities of undergraduate students, how might instructors provide literacy and criticality into such technologies in ways that demonstrate the value of the Humanities while also incentivizing students’ investments in their own writing and research? This presentation will use the design and delivery of CMST 4004: The Frontiers of AI (Winter 2025) as a case study for pedagogical methodologies and assignment design engaged in teaching students the technical protocols of Generative AI, bridging the historical to the contemporary, and revealing the strengths, limits, and harms of technologies such as ChatGPT and Co-Pilot.
Anti-Cheating Measures in Take-Home Assignments Using Steganography
Primary Presenter: Dr. David Churchill (Associate Professor of Computer Science, Faculty of Science)
Modality: Hybrid
Academic integrity in computer science courses is often threatened by students sharing assignments on external websites. This session presents a novel solution using steganography to embed unique, invisible identifiers into each student’s assignment files. This approach allows instructors to trace leaked files back to the original uploader, effectively discouraging unauthorized sharing. The presentation will cover the technical implementation, ethical considerations, and practical deployment of this method. Attendees will gain insights into leveraging digital watermarking techniques for academic integrity, ensuring assignment security, and maintaining a fair learning environment. This solution has proven highly effective in preventing file-sharing issues.
Welcome to My Classroom in CSF 2101
Tool Kits: Adding Tactile Experiences to Improve Synchronous E-learning
Primary Presenter: Dr. Patrick Wells (Teaching Assistant Professor, Nunavut Teacher Education Program, Faculty of Education)
Modality: On-site
Synchronous remote teaching is improved when students access kits with tools, materials, and instructions (including video) for tactile course experiences. This session will examine two short lessons that use kits and then discuss them in the context of skill-building (Clark & Mayer, 2024). The first lesson examines a short K-6 coding lesson, and in the second lesson, you construct and test Inuit Snow Goggles - ᐃᓪᒑᒃ or ᐃᒡᒑᒃ. Both lessons have unique behavioural and psychological engagement aspects that address cognitive load issues and shallow processing of some rudimentary remote gaming-style lessons. Your experiences and emerging strategies will be discussed.
The following presentations are scheduled during Concurrent Session Two from 2:15 p.m. - 3:15 p.m. on Wednesday, April 30.
Interactive Workshop in CSF 5115
Standard Operating Procedures: Podcasting for Scholarship and Public Engagement
Primary Presenter: Dr. Paul DeDecker (Associate Professor, Dept of Linguistics, Faculty of Humanities and Social Sciences)
Co-presenter: Laura Howell (PhD student, Linguistics)
Modality: Hybrid
This workshop offers hands-on experience where participants will produce a 30-second podcast episode from start to finish on a topic of their choosing. By demystifying the podcasting process, we aim to inspire educators and researchers to integrate this medium into their own teaching, scholarship, and public engagement efforts (Howard-Sukhil, Wallace, & Chakrabarti 2021). Whether you’re looking to amplify your research, engage your students in media production, or experiment with new forms of scholarly communication, this session will equip you with the tools and strategies to get started.
Presentation in CSF 3201
Building the Experiential Transcript: Empowering Students with MORE (Memorial's Online Record of Experience)
Primary Presenter: Danielle Jackson (Manager, Career Development, Student Life, St. John's Campus)
Co-presenter: Jennifer Brown (Director, Student Life), Denise Hooper (Associate Director, Student Life), David Penney (Experiential Learning Record Consultant, Career Development, Student Life)
Modality: Hybrid
Students and other stakeholders are questioning the relevance of higher education at a time when concerns of rising costs and employability are at the forefront of their decisions.
Student Life offers an Experiential Transcript that empowers students with MORE! Focusing on ten Student Success Competencies, reflective practices and transformative experiences, learn how you can contribute to ensuring your students get MORE from experiences in and outside the classroom.
Reconciliation in Action: Co-Developing an Indigenous Education Course in Newfoundland & Labrador
Primary Presenter: Jared T. Hogan (Instructor, Dept of Archeology, Faculty of Humanities and Social Sciences)
Co-presenter: Natasha Jones (Graduate Student, Dept of Archeology, Faculty of Humanities and Social Sciences), Jenn Wicks (Director of Teaching & Learning Innovation, College of the North Atlantic), Sheila O’Neill (Mi'kmaw Educator & Indigenous Advisory Committee Member, College of the North Atlantic)
Modality: Hybrid
Despite the Truth and Reconciliation Commission’s Calls to Action (C2A) being published a decade ago, Canadian post-secondary institutions have been slow to address C2A #62, which urges training on Indigenous topics. Newfoundland and Labrador lacked the required training in post-secondary educator training until 2023, when the College of the North Atlantic launched the province’s first mandatory reconciliation course. Initially developed with limited Indigenous consultation, it was later revised by an Indigenous Advisory Committee. Delivered online, it used Indigenous teaching methods and received positive feedback. This presentation shares insights from the course and encourages settler educators to engage in reconciliation education.
Spark an Idea in CSF 1203
Baby Steps: A Roadmap to Teaching with OERs
Primary Presenter: Erin Alcock (Head, Public Services Science Research Liaison Librarian, Memorial Libraries)
Modality: Hybrid
Heard of OERs but aren't exactly sure where to begin to consider using one? This session will outline the benefits of using Open Educational Resources in your teaching, provide some tips on where to find OERs to adopt and/or adapt, introduce how you can create or adapt an OER using Pressbooks and how you can potentially get an AtlanticOER grant to help you with some of this work.
Future Skills Development and Learner Career Readiness
Primary Presenter: Ian Gibson (FUSION Project Lead, Centre for Innovation in Teaching and Learning)
Modality: Hybrid
This session will introduce participants to FUSION (the Future Skills Innovation Network) and its suite of skill-development modules, providing an overview of how participants might make use of this innovative pedagogical resource in their own courses. The presentation is primarily an opportunity for instructors to get a glimpse of a program that is already being implemented at MUN, but it is also a chance to gauge whether it might be useful as a means of addressing perceived skills gaps among their students.
Writing-Enriched Curriculum: Adapting a Professional Development and Curricular Initiative
Primary Presenter: Melanie Doyle (Educational Developer, Centre for Innovation in Teaching and Learning)
Co-presenter: Carolyn Best (Writing Centre Manager, Centre for Innovation in Teaching and Learning)
Modality: Hybrid
Instructors tend to agree that writing is a necessary component of academic success; however, students often struggle to demonstrate the writing competence expected in their disciplines (Flash, 2021). Writing-enriched curriculum (WEC) has emerged as a sustainable model of curriculum development that helps address this problem.
WEC is a department-driven approach to curriculum development and faculty development intended to integrate relevant disciplinary writing instruction into existing curricula (Flash, 2021, p. 18). In this session, presenters will provide an overview of the core principles of WEC, share successes from other institutions, and model how WEC could be implemented at Memorial.
Welcome to My Classroom in CSF 2101
Sick of Reading AI-generated Papers? Try Critical Discourse Circles
Primary Presenter: Dr. Connie Morrison (Assistant Professor, Faculty of Education)
Modality: On-site
This presentation will introduce critical discourse circles by first explaining and then simulating the student experience. Small groups will view a short piece of content while participants assume an assigned role to frame their group’s discussion. Group perspectives will be shared and participants will be invited to comment on how this tool might be adapted for their teaching contexts and how it might be used differently on campus and online. The goal of this presentation is for participants to leave inspired to adapt this teaching and learning tool to their teaching contexts to engage their students critically and meaningfully.
The following presentations are scheduled during Concurrent Session Three from 3:30 p.m. - 4:30 p.m. on Wednesday, April 30.
Interactive Workshop in CSF 5115
Enhancing On-Campus Teaching with Brightspace
Primary Presenter: Justyna Carr (Instructional Design Specialist, Centre for Innovation in Teaching and Learning)
Modality: On-site
In this BYOD (bring your own device) workshop participants will examine how Brightspace can enhance on-campus course delivery at Memorial University and enrich the student learning experience. The session aims to offer practical strategies that enable instructors to create a smooth and effective learning environment by using various tools in Brightspace to supplement face-to-face instruction. Specifically, the session will showcase how Brightspace tools can be used to organize and share course materials, simplify grading and feedback processes, improve communication with students, and track progress through analytics, all with the goal of increasing efficiency and supporting student success.
Presentation in CSF 1203
Designing an Innovative Strategy to Enhance Digital Literacy in Undergraduate Nursing Students
Primary Presenter: Deanne Smith (Lecturer, Faculty of Nursing)
Co-presenter: Dr. Sandra MacDonald (Professor [Retired/Alumni], Faculty of Nursing)
Modality: Hybrid
The use of electronic health records (EHRs) in the clinical practice setting has significantly altered how undergraduate nursing students access and document patient information during their clinical courses. Nursing students must develop the required competencies to practice in an EHR-mediated world, but there are challenges when teaching those competencies in the clinical setting. To goal of this project is to design an innovative, learner-centric strategy to enhance students’ competency with EHR literacy. This presentation will focus on the application of the findings from a needs assessment to develop a Bright Space site to inspire learning about EHRs.
Can Plagiarism Be Unintentional?
Primary Presenter: Carolyn Best (Writing Centre Manager, Centre for Innovation in Teaching and Learning)
Co-presenter: Nadine Adams (English for Academic Purposes Specialist, Writing Centre, Centre for Innovation in Teaching and Learning)
Modality: Hybrid
University students need guidance and practice in academic integrity regardless of their academic year or writing proficiency. While maintaining academic integrity is essential, students are often accused of plagiarism and graded harshly for it. However, instances of unintentional plagiarism are often overlooked. By assessing the situation and treating instances of unintentional plagiarism as teaching moments (Greenberger et al., 2016; McGowan, 2005), instructors can better support student writers at Memorial University. The session will offer strategies for pre-writing stages and scaffolded assignment tasks. Session participants will be encouraged to share their experiences working with undergraduate and graduate writers.
Presentation in CSF 2101
Chicken or Beef? Self-selecting Course Evaluation in Large-Enrollment Classes
Primary Presenter: Stephanie Blandford (Teaching Assistant Professor, Dept. of Psychology, Faculty of Science)
Co-presenter: Steven Power (Student, Dept. of Psychology, Faculty of Science), Cheryll Fitzpatrick (Teaching Assistant Professor, Dept. of Psychology, Faculty of Science)
Modality: Hybrid
Passive learning environments are not optimal for learning in diverse student groups. Students tend to learn better and are more engaged in active learning environments. Creating active learning environments in large-enrollment classes is challenging, as instructors are tasked with engaging diverse and changing student groups on a large scale. Ryan and Deci’s (2000) Self-determination Theory (SDT) suggests intrinsic motivation occurs when an individual’s basic psychological needs (i.e., autonomy, competence, and relatedness) are met. This presentation will discuss a study investigating the effectiveness of a strategy aimed at promoting intrinsic motivation and engagement in diverse large enrollment introductory-level classrooms.
Enhancing Student Success in Pathophysiology: A Quality Improvement Proposal
Primary Presenter: Peggy Ann Rauman (Assistant Professor, Faculty of Nursing)
Co-presenter: Robin Devey-Burry (Assistant Professor, Faculty of Nursing)
Modality: Hybrid
The academic success of Bachelor of Science in Nursing (BScN) students at Memorial University of Newfoundland (MUN) is critical amid the ongoing nursing shortage. Many students struggle with challenging courses like pathophysiology, leading to potential failure and program attrition. This proposal outlines a quality improvement project that will use the Academic Success Inventory for College Students (ASICS) survey to identify factors influencing academic success of BScN students enrolled in pathophysiology. Increasing instructor and student awareness of these factors is anticipated to lend to the development of innovative teaching strategies, suggestions for student supports, and promote retention in the BScN program.
Presentation in CSF 3201
Exploring Self-grading and Self-directed Learning in Different Science Courses
Primary Presenter: Dr. Lourdes Pena-Castillo (Professor, Dept. of Computer Science, Faculty of Science)
Co-presenters: Dr. Suzanne Dufour (Professor, Department of Biology, Faculty of Science)
Modality: Hybrid
Through self-grading, students are required to reflect on their learning achievements by grading their own work. In self-directed learning, students have control over their own learning process. In this talk, we will describe how we implemented self-grading and self-directed learning in very different science course settings (i.e., a 2-week field course vs. full-term lecture courses), then we will discuss what we observed in terms of the teaching and learning environment and provide suggestions for instructors interested in adopting these approaches.
The Undergraduate Experience: Student Feelings and Preferences for Study, Assessment and Instruction
Primary Presenter: Emily Coombs (Undergraduate Student, Faculty of Human Kinetics and Recreation)
Co-presenter: Dr. Jeannette Byrne (Associate Professor, Faculty of Human Kinetics and Recreation)
Modality: Hybrid
Many factors influence student learning. These include factors traditionally decided by instructors (i.e. teaching and assessment methods) and some that students determine (i.e. their approaches to learning). The emotions that students experience while at university also impact learning. In an effort to better understand the learning environment in the SHKR at Memorial, we asked all students to complete a survey that assessed these aspects of their learning experience. In this presentation, we will share what we learned from students about how university makes them feel, how they study and if they were in charge, how they would design assessments and teach classes.
The following presentations are scheduled during Concurrent Session Four from 11:00 a.m. - 12:00 p.m. on Thursday, May 1.
Interactive Workshop in CSF 5115
Utilizing LEGO® in the University Classroom: Building Innovative and Interactive Learning Environments
Primary Presenter: Dr. TA Loeffler (Professor, Faculty of Human Kinetics and Recreation)
Co-presenters: Dr. Jeannette Byrne (Associate Professor, Faculty of Human Kinetics and Recreation), Dr. Stephanie Field (Assistant Professor, Faculty of Human Kinetics and Recreation), Dr. Fabien Basset (Associate Professor, Faculty of Human Kinetics and Recreation)
Modality: On-site
This interactive workshop explores the potentialities of using LEGO® bricks as a pedagogical tool to build innovative and interactive learning environments. Since 2014, several faculty members in the School of Human Kinetics and Recreation have utilized LEGO® to facilitate interactive learning, problem-solving, and collaborative skills in courses ranging from anatomy to community development to physiology to physical literacy. Using LEGO® bricks during the workshop, we will share and explore how our LEGO® learning lab came to be, practical strategies for using LEGO® in the classroom, the literature supporting the use of LEGO®, and the benefits of LEGO® based learning.
Presentation in CSF 2101
Paradoxes of Paternalism in Student-Centered Pedagogical Design Decisions
Primary Presenter: Ryan Murphy (Assistant Professor, Business Administration, School of Arts and Social Science, Grenfell Campus)
Modality: Hybrid
Student-centered teaching seeks to inspire learning effectively by reducing paternalism—yet the decision to adopt student-centered approaches is itself paternalistic. This session explores this paradox of student-centered teaching by drawing on Khadilkar and Jagtap’s (2021) models of design paternalism. Participants will critically examine pedagogy as design and reflect on the paternalism of their own teaching practices. By adapting design paternalism to the pedagogical context, we will discuss and explore how to navigate the tensions between autonomy and constraints in learning, fostering more intentional, ethical, and transparent approaches to student-centered teaching in the university context.
Language Learning vs. Maintenance: Grounding Program Innovation in Research
Primary Presenter: Dr. Ailsa Craig (Professor, Dept. of Sociology, Faculty of Humanities and Social Sciences)
Co-presenters: Jamille Lawlor (Graduate Student, Dept. of Modern Languages, Literatures and Cultures, Faculty of Humanities and Social Sciences)
Modality: Hybrid
Learning a second language is one thing--maintaining what you have learned, however, can be challenging, particularly if you are not in a context where the language is readily spoken. This presentation provides an overview of literature on the differences between language acquisition and language maintenance to ground innovations in teaching and learning programs and supports for those who speak French as a second language in a predominantly Anglophone environment.
Presentation in CSF 3201
Normalizing Pedagogical Vulnerability: A Duoethnographic Exploration of Peer Review of Teaching
Primary Presenter: Melanie Doyle (Educational Developer, Centre for Innovation in Teaching and Learning)
Co-presenter: Dr. Karen Dobbin-Williams (Assistant Professor, Faculty of Nursing)
Modality: Hybrid
This session explores the peer review of teaching (PRT) process at Memorial University through a duoethnographic study, capturing the perspectives of both a reviewer and a reviewee. The study highlights a key tension of PRT, namely the competing goals of formative professional growth and summative institutional evaluation, and reveals how vulnerability of both reviewee and reviewer can contribute to imposter syndrome. Presenters will encourage broader participation in PRT by highlighting its benefits for both reviewees and reviewers, identify how imposter syndrome affects both roles and can be mitigated, and explore strategies for focusing PRT on collegiality rather than evaluation.
Indigenizing Business Education: Transforming Teaching for Reconciliation
Primary Presenter: Lynn Kendall (Assistant Professor, Business Administration, School of Arts and Social Science, Grenfell Campus)
Modality: Hybrid
Indigenizing business education is essential for fostering reconciliation, ethical leadership, and cultural responsiveness in modern classrooms. This session explores practical strategies for integrating Indigenous knowledge, perspectives, and ways of knowing into business curriculum. Through real-world examples, case studies, and Indigenous frameworks, participants will gain insights into Indigenizing course content, engaging Indigenous communities, and navigating institutional challenges. Aligning with the conference theme “Inspiring Learning, Innovating Teaching,” this session equips educators from any discipline with actionable tools to create inclusive, meaningful learning experiences.
Spark an Idea in CSF 1203
Enhancing Learning Through Purposeful, Personalized and Process-Oriented Feedback
Primary Presenter: Tayebeth Sohrabi (Doctoral Candidate)
Co-presenters: Dr. Shabnam Asghari (Professor, Primary Healthcare Research Unit, Faculty of Medicine), Dr. Cheri Bethune (Professor, Family Medicine, Faculty of Medicine), Wendy Graham (Professor, Family Medicine, Faculty of Medicine), Emily Hussey (Primary Healthcare Research Unit, Faculty of Medicine)
Modality: Hybrid
Effective feedback is a cornerstone of learners' success, but its impact depends on how it is structured and delivered. The Triple P Feedback Model—purposeful, personalized, and process-oriented, offers a research-based framework that enhances learners’ engagement, self-reflection, and meaningful learning. This session will introduce the model and explore strategies for integrating it into university teaching to create responsive and inclusive learning environments. Participants will gain practical tools to enhance their feedback practices, ensuring learners are active participants in their learning journey. Aligning with Memorial University’s commitment to innovative teaching, this session provides a structured yet adaptable approach applicable across disciplines, fostering deeper student engagement and success
Faces and Spaces: Community Building in Online Courses
Primary Presenter: Dr. Julie Pitcher Giles (Assistant Professor, Business Administration, School of Arts and Social Science, Grenfell Campus)
Co-presenters: Janice Ryan (Lecturer, Business Administration, School of Arts and Social Science, Grenfell Campus)
Modality: Hybrid
The world keeps changing and so do we. Join Dr. Julie Pitcher Giles and Professor Janice Ryan as they share their experiences and insight into online curriculum development and delivery as we reorient to a post-2020 teaching and learning reality (and all that brings!). In this session, the presenters reflect on how the events of the last five years have prompted their own rethink of the individual skills and investment demanded in the online space; what it means to engage and assess students; and how community building can benefit students and instructors alike in online teaching and learning experiences.
Soap Operas and Team Teaching
Primary Presenter: Dr. Jamie Skidmore (Professor, Dept of English, Faculty of Humanities and Social Science)
Co-presenters: Sherry White (Instructor, Dept of English, Faculty of Humanities and Social Science)
Modality: Hybrid
Soap Operas and Team Teaching will examine how to combine multiple classes (3) and experiential learning to inspire and challenge students.