Schedule
The conference will be held on the first and second floor of the Brown Family House of Learning (HL) at 965 College Drive, Kamloops, BC V2C 0C8
Visit the Venue & Parking page for more information about the conference venue location and parking options.
Updated May 14, 2025
8:00 – 8:30 am
Registration & Coffee
Room: Lobby by HL 102/104
8:30 – 9:00 am
Opening Remarks (Dr. Brett McCollum) & Welcome
Room: HL 190
9:00 – 10:00 am
Keynote by Dr. Melanie Hamilton
Nurturing Curiosity: The Role of Reflective Practices in the Scholarship of Teaching and Learning
Room: HL 190
10:00 – 10:15 am
Break with coffee and snacks
Room: HL 102/104
10:15 – 11:15 am (Concurrent Session 1)
Room: HL 204
Chair: Tanya Manning-Lewis
Presentation 1 (10:15-10:40)
Title: Who Inspires Future Chemists? Examining Role Models in First-Year Chemistry 
Presenters: Lindsay Blackstock; Jessica Allingham
Description: First-year chemistry is a foundational gateway course with high enrollment and a high risk of attrition (Mervis, 2010; Koch, 2017). Many students struggle with motivation, confidence, and a sense of belonging in STEM, factors that are critical to their persistence and success (Tinto, 1988). This study investigates the role of self-efficacy and identity development in first-year chemistry students through a pedagogical intervention in which students select and analyze a chemistry role model. Research suggests that exposure to role models can positively shape student engagement, particularly for underrepresented groups in STEM (Shin et al., 2016; Herrmann et al., 2016). By examining who students choose, what characteristics they find significant, and why these role models matter to them, we aim to uncover themes that contribute to a stronger sense of belonging in the chemistry classroom. In our presentation, we will share preliminary data and reflections on this intervention, highlighting emerging trends in student responses and their implications for teaching practices. The findings will help shape future strategies for fostering student engagement, motivation, and retention in STEM.
Presentation 2 (10:45-11:10)
Title: Beyond Performative EDI: Using Students’ Narratives to Drive Change 
Presenters: Olubukola Bosede Osuntade; Tanya Manning-Lewis; Leticia Kanywuiro; Olabisi Ale Olorunfemi
Description: Equity, Diversity, and Inclusion (EDI) initiatives are touted in many institutions, yet questions remain about their effectiveness. This research study explores racialized international graduate students’ experience with EDI initiatives and the extent to which these are addressing systemic inequities, or are they performative gestures with little tangible impact?
Room: HL 269
Chair: Shailoo Bedi
Presentation 1 (10:15-10:40)
Title: Partnership on University Plagiarism Prevention (PUPP): Teacher Strategies to Prevent Plagiarism and AIgiarism 
Presenters: Jim Hu; Mia Xie
Description: Plagiarism has been serious at Thompson Rivers University and beyond. With the advent of artificial intelligence, such as ChatGPT, this problem has become even more prevalent and serious. To describe this new form of plagiarism, a term has been created, called AIgiarism, i.e., AI-assisted plagiarism. Universities such as TRU have drafted guidelines to tackle the problems, but teachers yearn for practical strategies not just to deal with the problems but, more importantly, to prevent the problems. By analyzing 69 instructor interviews of Partnership on University Plagiarism Prevention, this study explores strategies employed by university instructors to prevent plagiarism and AIgiarism.
Presentation 2 (10:45-11:10)
Title: Generative AI in Graduate Work: From Concerns to Competence 
Presenters: Christian Bock; Shailoo Bedi
Description: This presentation examines the transformative role of Generative AI (GenAI) in graduate education, advocating for its structured inclusion in curricula as a means to foster AI literacy. Drawing from survey data at the University of Victoria, it identifies critical gaps in understanding and utilizing GenAI for academic success. Combining theoretical insights with practical strategies, the session addresses ethical concerns and presents best practices for leveraging GenAI in research, writing, and project management. Attendees will gain actionable tools to empower graduate students, equipping them to navigate the evolving academic landscape with confidence and competence.
Room: HL 210
Chair: Melanie Latham
Workshop 1 (10:15-11:05)
Title: Understanding faculty ambivalence: Exploring faculty lived experiences with Universal Design for Learning implementation
Presenters: Frederic Fovet ; John Paul Vallente; Xinyuan Li; My Huynh
Description: This interactive session will guide participants through a reflection on factors that can support or hinder faculty efforts to integrate Universal Design for Learning (UDL) into their practice. The session will structure participant interactions around the details of a recent study examining the lived experiences of instructors within the Irish post-secondary sector. Little research has thus far explored the strategic dimensions of UDL implementation as a process of organizational change. The presentation will weave into interactive activities, the findings of this study, to support dialogue among participants, emphasizing the need to examine factors that support or hinder faculty, as they adopt UDL.
11:15 – 12:15 pm (Concurrent Session 2)
Room: HL 204
Chair: Jessica Allingham
Presentation 1 (11:15-11:40)
Title: Factors Influencing Identity and Belonging Among Second-Year Science Students 
Presenter: W. Stephen McNeil
Description: A research study has explored the following research questions using surveys and interview among second-year science students:
1) What are chemical and life science student perspectives of the impacts on learning and sense of belonging of active learning experiences in their first- and second-year courses?
2) To what extent do senses of belonging and identity among second-year science students differ according to gender and linguistic background?
Peer interactions promote sense of belonging, and activities with prolonged collaboration support such interactions. Gender differences emerge in sense of belonging, and differences in identity between native English language speakers and EAL students.
Presentation 2 (11:45-12:10)
Title: Soapbox Science in Kamloops: Inspiring Curiosity and Connection Through Inclusive STEM Engagement 
Presenters: Ayisha Kunhipurayil; Chovvakkaranork Atteriyil ; Jessica Allingham
Description: This presentation highlights the launch of the first Soapbox Science event in Kamloops, British Columbia, and its impact on fostering a sense of belonging, self-efficacy, motivation, and engagement with STEM among underrepresented individuals. Soapbox Science is a global initiative that transforms public spaces into interactive hubs for scientific discourse, promoting diversity by showcasing remarkable women and non-binary scientists.
The Kamloops event sought to connect community members with relatable role models, encouraging diversity and inclusivity in STEM. Its interactive format broke down traditional barriers, making STEM more approachable and engaging for community members. Through surveys conducted throughout the event, we gathered data to explore participants’ perceptions of science, their self-efficacy in STEM fields, and their understanding of what a scientist looks like. This presentation will share key findings and reflections, emphasizing the importance of representation in shaping perceptions of science. Additionally, we will discuss the logistical challenges faced in organizing the event and provide strategies for recruiting diverse speakers, ensuring accessibility, and fostering meaningful engagement. Looking ahead, these insights will guide the planning of future Soapbox Science events, helping to build more inclusive STEM communities.
Room: HL 269
Chair: Amanda Brobbe
Presentation 1 (11:15-11:40)
Title: Beyond Flipped: Lessons Learned from Hybrid Delivery of a Year One Communication Course
Presenters: Jannik Haruo Eikenaar, Graeme Webb
Description: In 2024-5, we implemented a hybrid delivery model (mobilizing asynchronous self-study modules with in-person sessions) for Year One and Year Two Communication courses. This approach was designed to increase student flexibility, enhance instructor effectiveness, and optimize learning spaces and technologies. Three initial findings emerged, based on student surveys, engagement observations, and performance data: (1) reduction in student stress, (2) promoted self-paced learning, and (3) increased in-class time for higher-order learning. This presentation will explore key pedagogical insights, discuss the challenges of hybrid delivery, and outline strategies to enhance the sustainability and impact of the model on student learning.
Presentation 2 (11:45-12:10)
Title: Fostering a “culture of relationality” in Academic Integrity
Presenters: Rina Garcia Chua, Amanda Brobbel
Description: Can we focus on fostering a “culture of relationality” rather than a “culture of integrity?” This paper responds to Head’s (2024) challenge of deconstructing “cognitive imperialism” in the “culture of integrity” by instead proposing and reflecting on a “culture of relationality”—or uplifting interconnectedness in academic integrity programs to support the learner’s nuanced needs. We apply this proposal to the growth of UBC Okanagan’s Student Learning Hub (where the Academic Integrity Matters Program is housed) to uncover how it promotes interconnectedness in relationships to support students and identify areas where it can move further toward relationality.
Room: HL 210
Chair: Riley Petillion
Workshop 2 (11:15-12:05)
Title: Connecting with Indigenous Ways of Knowing – Settler Educator Journeys
Presenters: Bhuvinder Singh Vaid; Bettina Boyle; Shawn Xiong; Kate Thompson; Monica Palkowski
Description: As settler educators, how can we overcome our “benign resistance” to take meaningful, responsible and respectful actions to connect with Indigenous ways of knowing and further incorporate them into our own lines of work? How can we do this without burdening Indigenous partners? This collaborative session guided by members of our SoTL Canada Writing Group and The Indigenous Knowledge Implementation Packsack3 will:
- Facilitate demonstrations and discussion about the strategies utilized by our group to address anxiety about engaging with and implementing Indigenous knowledges as settler educators.
- Reflect on realistic strategies for moving forward on decolonization in your own field.
12:15-1:15 pm
Lunch
Room: HL 190
1:15 – 2:15 pm (Concurrent Session 3)
Room: HL 204
Chair: Natasha Ramroop Singh
Presentation 1 (1:45-2:10)
Title: Improving Chemistry Education for Biology Students 
Presenter: Natasha Ramroop Singh
Description: As a faculty member teaching chemistry courses within a biology curriculum, I emphasize the interconnections between biology and chemistry, recognizing that many biology students view chemistry as either boring or challenging. It is crucial for students to understand chemistry as a fundamental aspect of biology, essential for careers in fields like medicine, biomedical sciences, and agriculture. This study explores how upper-level students creating YouTube videos about enzyme mechanisms enhances their understanding of organic reactions. It also investigates if first-year students retain basic chemistry concepts better through short, targeted videos. The findings aim to improve teaching strategies in chemistry-based biology courses.
Room: HL 269
Chair: Naowarat Cheeptham (Ann)
Presentation 1 (1:15-1:40)
Title: From Algorithms to Art: process, creation and perception of students using Artificial Intelligence in post-secondary art making 
Presenter: Twyla Exner
Description: This research investigates how students in a third-year post-secondary visual arts course use Artificial Intelligence (AI) to ideate, propose, create, critique, and write artist statements for artworks aligned with their individual interests and practices. The goal is to understand their approaches and perceptions of their artworks throughout this process. This qualitative case study is grounded in the practice and process of art-making, with students working in mediums, methods, and platforms of their choice, integrating AI as a tool, medium, and/or collaborator.
Presentation 2 (1:45-2:10)
Title: Microbiology Literacy Outreach Through Public Kinetic Sculpture Art Exhibitions 
Presenters: Naowarat Cheeptham (Ann); Lily Dalley
Description: This presentation will showcase a unique collaboration between a microbiologist and a kinetic sculpture (automata) artist in an edutainment project bridging scientific knowledge and public microbiology literacy through an art exhibition. Working with Lily Dalley (automata artist), Geordie Stenner (research student), and Franklin Sayre (TRU Library Makerspace), a set of microbiological laboratories and selected microbiological research spanning from the 1600s to the present was created. The eight kinetic sculptures were exhibited at various public places to promote how beneficial microorganisms in and around us can be and to debunk societal beliefs that bacteria are ALL bad.
Room: HL 210
Chair: Brett McCollum
Workshop 3 (1:15-2:05)
Title: Designing Assessment As, Of and For learning with GenAI tools
Presenter: Gwen Nguyen
Description: As educators increasingly adopt GenAI tools, there’s a pressing need to reimagine assessment practices that maintain academic integrity while leveraging GenAI’s possibilities. This interactive session explores how GenAI can enhance assessment across three dimensions: as, of, and for learning. We’ll begin by discussing the theoretical foundations of various assessment types and how they intersect with GenAI tools. Following this, there will be practical demonstrations of tools like Claude, ChatGPT, Diffit, and Slidesgo, showing how they can create dynamic assessments. Participants will develop multi-layered assessment strategies that promote student engagement and autonomy, using insights from a chapter in the BCcampus Teaching and Learning with AI toolkit. This session will equip educators with transformative assessment strategies for their teaching contexts.
2:15 – 3:00 pm
Poster Sessions & Snack Break
Room: HL 102/104
View Digital Posters
- Personal Responsibility: An Expected Outcome of Undergraduate Science by Megan Lochhead
- Gamifying Carbon Footprint Education for Engineering Students by Anber Rana, Humera Mughal
- Exploring the SoTL Landscape at UBC Okanagan by Riley Petillion
- StudyHub Pilot Project: Focused Learning and Connection in a Virtual Space by Catherine Tatarniuk, Sina Keshvadi
- Charting New Waters at TRU: Reflections of the First SoTL Scholars Cohort at TRU by Jessica Allingham, Alexis Brown, Robin Westland, Leanne Mihalicz, Natasha Ramroop Singh, Diane Janes, Tanya Manning-Lewis
- SoTL Scholars Showcase: Classroom to Commons: Measuring how student-centered media enhances learning and expands OER use and acceptance by Natasha Ramroop Singh, Ayish COK, Olivia Mendez Romero
- SoTL Scholars Showcase: Partnership on University Plagiarism Prevention (PUPP): Teacher Strategies to Prevent Plagiarism and AIgiarism  by Jim Hu, Mia Xie
- SoTL Scholars Showcase: Role Models Matter: An Analysis of Who General Chemistry Students Selected and Why by Jessica Allingham, Lindsay Blackstock, Sharon Brewer
- SoTL Scholars Showcase: Teaching Beyond The Classroom in Cooperative Education by Leanne Mihalicz, Sarah Gibson, Harshita Dhiman, Mayanthi Bhagya Basnayake, Ilia V. Cazares Garrido
3:00 – 4:00 pm (Concurrent Session 4)
Room: HL 204
Chair: Christie Fraser
Presentation 1 (3:00-3:25)
Title: Evidencing the Impact of Trauma-informed Practices in an EDI-Focused Graduate Course 
Presenters: Tanya Manning-Lewis; Olivia Mendez Romero; Bharti Tomar
Description: This action research explores trauma-informed pedagogical practices in an EDI-focused course to minimize impact on students. As a racialized faculty who often encounter many stories of trauma in the course due to the sensitive and complex topics that are covered. I sought to foster among my students a deeper critical reflection on EDI issues within the course while minimizing the imposition of personal trauma. This research focuses on how to do this work better to enhance pedagogical approaches that offer safer classroom experiences for students.
Presentation 2 (3:30-3:55)
Title: Showcasing Unicorn Assessment: Demonstrations of Creativity, Inclusion, and Decolonization in Assessment and Evaluation
Presenter: Christie Fraser
Description: Unicorn assessment is an innovative and decolonized approach that any educator, in any course, can use. This presentation will inspire attendees to reconsider the lifecycle and outcomes of traditional assessments in their toolkits by showcasing products of unicorn assessment used for evaluation of learning outcomes in a course in TRU’s Bachelor of Education Program. In this assessment practice, students are guided in reflecting on their learning in relation to course learning outcomes, and supported in creating an assessment process and product that represents that learning. Each assessment product is a unique and magical representation of student learning – a unicorn!
Room: HL 269
Presentation 1 (3:00-3:25)
Title: Whose Literacy is it Anyway? Developing a Librarian-lead Honours College Literacy Course at Thompson Rivers University
Presenter: Ben Mitchell
Description: Library scholarship enumerates the limitations of the information literacy one-shot model. It persists not because of its pedagogical strengths, but because of the ambiguous role of academic librarians in the university and the growing need to outsource basic research instruction in the face of precarious and over-worked adjunct faculty across disciplines. That said, librarians are well placed to deliver robust Interdisciplinary literacy instruction. This 20-minute talk will reflect on the issues with the one-shot model and outline Dr. Mitchell’s rational for an interdisciplinary literacy course that has been accepted by the new TRU Honours College program.
Presentation 2 (3:30-3:55) – Withdrawn
Room: HL 210
Chair: Jessica Allingham
Workshop 4 (3:00-3:50)
Title: Navigating the SoTL publishing process: a conversation with Journal editors  
Presenters: Brett McCollum; Jannik Eikenaar
Description: In this interactive workshop, the Editor-in-Chief of The Canadian Journal for the Scholarship of Teaching and Learning (McCollum) and the former Senior Editor of Collected Essays in Teaching and Learning (Eikenaar) will share insights into the publishing process for research on teaching and learning in higher education. Participants will learn about the different scope of the two Journals, the editorial flow, and strategies for participating in and improving the peer review process. Attendees will be invited to evaluate sample manuscript submissions and will gain practical advice from colleagues for constructive participation in the manuscript review process.
4:00 – 5:00 pm
Social
Room: HL 190
8:00 – 8:30 am
Registration & Coffee
Room: Lobby by HL 102/104
8:30 – 9:30 am (Concurrent Session 5)
Room: HL 204
Chair:
Presentation 1 (8:30-8:55)
Title: An Online Safety and Privacy Awareness Module for Post-Secondary Students 
Presenters: Sina Keshvadi; Catherine Tatarniuk; Shaylee Broadfoot; Raiden Yamaoka 
Description: The digital world offers unprecedented opportunities for individuals, especially those in new environments, to connect, share experiences, and build relationships across geographical boundaries. However, reports of online fraud and abuse are concerning, with the Canadian Anti-Fraud Centre reporting $569 million in losses and over 70% of Canadian youth exposed to online hate. A campus-wide survey was conducted to explore students’ knowledge and encounters with online safety practices. To address the gaps, an educational module on online safety was developed and piloted. This presentation will share findings, outline the module’s interactive design, and discuss its implications for improving digital literacy.
Presentation 2 (9:00-9:25) – Withdrawn
Room: HL 269
Chair: Patti Boyd
Presentation 1 (8:30-8:55)
Title: First Steps in Indigenizing Scientific Brain Based Content Using AI
Presenter: Chris Montoya, Kristiana Caitlin Green
Description: In 2024, I authored an Open Learning Textbook for Psychology 3710 at Thompson Rivers University. This free textbook, is unique in its integration of indigenized creation-based stories alongside scientific evolutionary content and was written to reassess basic critical thinking guide lines in the context of brain-based function and dysfunction. The project also leveraged intelligent design as a framework to enhance student engagement through inclusion and respect for diverse worldviews. The book is transdisciplinary in scope and considers post formal thinking and metatheoretical convergent and validity. These “synergistic” scientific perspectives are needed to celebrate Canadian cultural diversity.
Presentation 2 (9:00-9:25)
Title: Is using AI for class prep an efficacious option? A post semester review of AI teaching tips, trade-offs and tactics.
Presenters: Rhonda McCreight, Lisa Dyck, Patti Boyd, Dallas Hengstler
Description: While there is already a moderate amount of discourse on the use and misuse of Artificial Intelligence (AI) in post-secondary institutions, there is much less research on the impact and endorsement of AI in rural educational settings with specific focus on faculty training and buy-in. In this session we look at how AI can be an effective tool to support Faculty in course and assignment preparation. Join us as we share our experiences as rural faculty members in using AI generated teaching activities in different courses in a nursing program and invite the audience to engage in their own story-telling.
Room: HL 210
Chair: Brett McCollum
Workshop 5 (8:30-9:20)
Title: Celebrating teaching and learning with the 2025 recipients of the West Coast Teaching Excellence Award
Presenter: Brett McCollum
Description: Come celebrate and learn with the recipients of the 2025 recipients of the West Coast Teaching Excellence Award. During this workshop session, award winners will share their efforts to create exceptional educational experiences. These short presentations will be followed by a facilitated discussion with session attendees on strategies for adopting research-informed pedagogical practices, evidencing our teaching effectiveness, and how faculty can be educational leaders within our spheres of influence.
9:30 – 10:00 am (Concurrent Session 6)
Room: HL 204
Chair: Wei Yan
Presentation (9:30-9:55)
Title: Professional Development for a Shifting Post-Secondary Environment
Presenters: Helena Prins
Description: This study sheds light on the experiences of sessional instructors in British Columbia engaging in professional development and how these experiences prepare them for the shifting post-secondary environment. Utilizing a participatory narrative inquiry approach, informed by Knowles’ principles of adult learning, Tough’s self-directed learning framework, and the Developmental Framework for Teaching Expertise in Postsecondary Education, the researcher collected and analysed stories of sessional instructors through semi-structured interviews, a group story session, and reflective journal entries. Findings provide insights into effective support strategies for enhancing teaching expertise, contributing to sustainable improvements in teaching and learning cultures across the BC post-secondary landscape.
Room: HL 269
Chair: Diane Janes
Presentation (9:30-9:55)
Title: Support outside the classroom: The impact of 24/7 assignment and study support on critical thinking skills and student confidence
Presenters: Chris Helsby, Roberta Jenkins, Alicia Chin, Jared Steuernol
Description: Vancouver Island University partners with Studiosity to provide consistent and equitable support to their students. Currently offered to their Academic and Career Preparation Programs students, VIU’s partnership with Studiosity offers Writing Feedback, providing comprehensive, AI-powered, skill-building feedback on written assignments; Study Assist, delivering AI-powered help-not-answers to assignment and study questions; and Connect Live, a conduit for student connection and mentorship. This session shares a case study of the impact of Studiosity’s AI for Learning tools, presenting research and anecdotal evidence based on usage and learning by VIU’s students across the last 3 years.
Room: HL 210
Chair: Rhonda McCreight
Presentation (9:30-9:55)
Title: Teaching Outside the Box
Presenter: Erin Koorbatoff
Description: This presentation is a dissemination of my capstone paper about my experience developing a multiage, learner centered, play based learning environment in my primary classroom. This paper is set within the context of my experiences as a multi-age classroom teacher, as well as a mother of three school aged children. I began my teaching career as a primary teacher, teaching straight grades Kindergarten through grade three. At this time frame my own children were having very different school experiences themselves. I noticed that my three children’s needs were echoed in my classroom multiplied by twenty-four students. I strove to build a learning environment that met more of my students’ needs. I advocate for a child-centered, multiage learning approach be used in early elementary settings, including teacher education programs.
10:00 – 10:20 am
Break with coffee and snacks
Room: HL 102/104
10:20 – 10:50 am (Concurrent Session 7)
Room: HL 204
Chair: Carolyn Ives
Presentation (10:20-10:45)
Title: Reducing complexity of the Differential Calculus courses
Presenter: Peter Smoczynski
Description: Annually, in Canada, more than fifty thousand of students enroll in introductory calculus courses for the first time; about ten times more in US and more than two million worldwide. More than 90% of them will not become mathematicians. Traditional lectures require understanding of limits and continuity, which are useless outside of mathematical domains. This situation can be likened to requiring car buyers to demonstrate that they can build a car before being allowed to drive one.
This presentation introduces linearization as a simpler cornerstone of calculus. A new derivative definition based on linearization is presented. It simplifies the understanding of the derivative concept and significantly reduces the complexity of a typical calculus course. By eliminating limits and continuity, more time can be allocated to teaching applications, convexity, and extrema.
Attendees will be asked to present arguments for maintaining limits and continuity in calculus syllabi for non-math students (they wont be able to that). This feedback will be used to refine this proposal.
Room: HL 269
Chair: Alexis Brown
Presentation (10:20-10:45)
Title: Open pedagogy as an ethical leadership praxis
Presenters: Alana Hoare, Olubukola Bosede Osuntade, Rumana Patel
Description: In a polarized world, education on leadership ethics and civil discourse is essential. In Fall 2024, educators and student leaders co-created a graduate course and co-authored Ethical Educational Leadership: Untangling Ethical Dilemmas and Imagining Alternative Futures using open pedagogy. Graduate students contributed chapters, ensuring their work had lasting value. Open pedagogy empowers students as knowledge creators and supports representational justice. The course culminated in a roundtable symposium where students led discussions with faculty and administrators. In this presentation, the professor and two graduate student leaders share their co-creation process and the open textbook.
Room: HL 210
Chair: Brad Forsyth
Presentation (10:20-10:45)
Title: Integrating Scholarly Teaching into BCcampus Research Fellows Program
Presenters: Leva Lee, Gwen Nguyen
Description: This presentation will explore how the BCcampus Research Fellows Program has integrated Potter and Kustra’s (2011) concept of scholarly teaching within its framework. Through a detailed examination of the program’s structure—including the program development processes, multi-layered support systems, and digital scholarship ecosystem over the past seven years, we will demonstrate effective strategies for embedding scholarly teaching practices in supporting research projects and fostering a community of practice among educational researchers.
10:50 – 11:50 am
Invited Panel – From Practice to Possibility: Faculty Voices on Open Education
Panelists: Marie Bartlett, Jamie Drozda, Natasha Ramroop Singh, Peter Tsigaris
Moderator: Brenda Smith
Room: HL 190
Description: Join us for an engaging panel discussion exploring the future of open educational practices (OEP) and their potential to transform teaching, learning, and equity in higher education. Featuring instructional faculty, an instructional designer, and an educational technologist, this session will examine the evolving role of openness in course design, pedagogy, and technology. Panelists will share practical insights, role-specific strategies, emerging trends, and insights into how OEP fosters more inclusive, accessible, and collaborative learning environments. Whether you’re new to open education or looking to deepen your understanding, this session will provide thought-provoking perspectives and practical takeaways to support your journey with OEP.
11:50 – 12:00 pm
Closing Remarks
Room: HL 190
