The Teaching and Learning Innovation Digest - May 2023

The
Teaching
and Learning
Innovation Digest
2023

Land
Acknowledgement
Table of
Contents
INTRODUCTION........................................................................................................ 6
Centennial College is proud to be a part of a rich history of education in this
province and in this city. We acknowledge that we are on the treaty lands and
territory of the Mississaugas of the Credit First Nation and pay tribute to their
legacy and the legacy of all First Peoples of Canada, as we strengthen ties with
the communities we serve and build the future through learning and through
our graduates.
Today the traditional meeting place of Toronto is still home to many Indigenous
People from across Turtle Island and we are grateful to have the opportunity
to work in the communities that have grown in the treaty lands of the
Mississaugas. We acknowledge that we are all treaty people and accept our
responsibility to honour all our relations.
Re/Turn Reflections.................................................................................................................... 8
Returning To (Refuse) Normal.................................................................................................... 11
Reimagining The Re/Turn........................................................................................................... 16
The Online Modality And Metrics................................................................................................ 26
re/CENTRE................................................................................................................ 33
Faculty Summit Highlights.......................................................................................................... 34
Fundamentals Of OCAP............................................................................................................. 35
Are You Ready?.......................................................................................................................... 38
Teaching Online... A Reflection................................................................................................... 40
Re/Turning To Teaching In Person.............................................................................................. 44
Overwork The New Norm............................................................................................................ 46
Photographs................................................................................................................................ 50
re/ENGAGE............................................................................................................... 52
Faculty Summit Highlights.......................................................................................................... 54
Centennial’s (Behind-The-Scene) Caped Heroes....................................................................... 55
Librarian Conversation................................................................................................................ 58
Mathematical Discourse.............................................................................................................. 61
Dedicated To Educating Students............................................................................................... 64
Re-Engaging Post-Pandemic...................................................................................................... 65
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e/IMAGINE................................................................................................................ 71
Faculty Summit Highlights.......................................................................................................... 72
Discourse.................................................................................................................................... 73
Hybrid Teaching And Learning At Centennial ............................................................................. 76
Digital Crossroads At Centennial................................................................................................ 78
Illustration.................................................................................................................................... 81
Reimagining Career Education................................................................................................... 82
re/ALIGN.................................................................................................................... 88
Faculty Summit Highlights.......................................................................................................... 90
WIMTACH’s Response During Covid.......................................................................................... 91
The Re/Turn................................................................................................................................ 94
re/CONNECT............................................................................................................. 126
Faculty Summit Highlights.......................................................................................................... 128
Dear Diary................................................................................................................................... 129
Life’s Journey.............................................................................................................................. 131
Teaching From The Heart........................................................................................................... 132
Work Integrated Learning............................................................................................................ 138
Re/Turn....................................................................................................................................... 139
Photograph................................................................................................................................. 140
Resources
And Attributions........................................................................................................................... 141
Credits......................................................................................................................................... 144
We Have The Technology........................................................................................................... 96
Student Perceptions Of Empowerment....................................................................................... 100
The Role Of Assessment............................................................................................................ 104
re/WORK.................................................................................................................... 109
Faculty Summit Highlights.......................................................................................................... 110
How Do We Re/Turn To Campus................................................................................................ 111
Role Emerging Placements........................................................................................................ 115
The Journey................................................................................................................................ 115
Podcast....................................................................................................................................... 117
Police Foundations..................................................................................................................... 120
A Sustainable Entrepreneurial Model ......................................................................................... 122
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INTRODUCTION
Welcome to a truly special edition of the
Teaching and Learning Innovation Digest!
Our seventh annual academic publication
has assumed an incredibly meaningful shape
and form for a number of reasons. Not only
did we receive an enthusiastic response
with over 30 submissions via our institutional
broadcast, but we also have consciously
and intentionally embraced the principles of
Universal Design for Learning by attempting
to represent and celebrate the varied forms
of expressions therein. From reflective
essays, poetry, visual and performing arts,
podcasts, video conversations to scholarly
work, academic and applied research, news
and updates, and interviews, this is truly a
power-packed publication!
Another important reason this issue is
extremely special is the inclusion of student
voices, since inception to production.
Student submissions include
personal and poignant written,
spoken, visual, and applied research
works. As well, this final product has
been painstakingly curated by a student
visual designer and an alumnus copy
editor; a conscious direction we took and
proudly sustained since our previous
publication. This year, we also convened a
willing and experienced editorial group of
writers, poets, researchers, published authors,
and student talent, to support the Digest and
provide thoughtful feedback to contributions
received. Our heartfelt gratitude goes to the
team who each brought in their own flair and
helped us ground this work in mutual respect
and our passion for all things education.
Our theme stems from the Faculty Summit last
spring and reflects our re/TURN to campus,
understood as a collective intervention
and disruption of the idea of a return to
normal. We open with some vignettes of what
this has meant to senior academic leadership,
how the shift has unfolded in the educational
landscape, and what it means for us as an
institution, across our campuses in terms of
online modality and student uptake. The Digest
is organized into six different strands that were
originally breakout sessions from the Faculty
Summit. An opening snapshot of thoughts
and feedback compiled from the event reflect
the very ideas of our teaching practices and
the learning experiences of students on the
notions of re/CENTRE, re/ENGAGE, re/
IMAGINE, re/ALIGN, re/WORK, and re/
CONNECT. Each section thereafter, captures
and features related experiences, experiments,
and energy of our student, faculty, and staff.
It is clear from all of these expressions within
and across strands, that we continue
to actively explore coming together
and learning from each
other. We recognize that
there are no one-size-fitsall
solutions for all situations, no
“best practices” without consideration
of the many contextual differences between
programs and learning environments across
Centennial College. Instead, we reconsider
teaching and learning through the lens of
grounded principles that continue to guide
our practices as we relearn how to be in
relation to each other and in relation to place.
We are pleased to share with you an incredible
year of teaching and learning, and celebrating
our individual and collaborative re/TURNs!
Zabedia and Sowmya
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e/TURN REFLECTIONS
Post-pandemic “forever changes”, what endures,
Dr. Marilyn Herie
Vice President Academic (VPA) and Chief Learning Officer (CLO)
This year’s Digest theme of “re/TURN” offers
a vast canvas to reflect on what it means to
emerge from a historic global event. There has
been no shortage of articles, reports, books,
and other media parsing the implications,
impacts, and lessons learned. Some of these
more latterly include post-pandemic ‘forever
changes’ to higher education (for example, see
Dennis, 2022).
These changes have been both cataclysmic
and catalytic, as we’ve experienced a decade
of change accelerated into mere weeks
and months. One undeniably major trend is
that of the “student-consumer”, felt prior to
March 2020, and now even further amplifying
students’ expectations of highly flexible and
personalized learning and support services,
that is, “optionality” (Selingo, 2022). The push
toward hyflex and hybridity in all their
numerous forms challenges virtually every
aspect of how we teach, learn, work, provide/
obtain services, and engage. Another “forever
change” is the recognition of mental health
needs as being absolutely on par with physical
health. The stressors and impacts of COVID-19
lockdowns, forced online learning, widening
social/economic/racial/occupational/health/+++
inequities have resulted in a “shadow
pandemic” of mental health sequelae that will
reverberate for years, perhaps even decades,
to come.
Other changes, such as the acceleration/
explosion of agile/remote work, digitalization
and hyper-connectedness, and ecommerce, to
and reaching into the future
name just a few, reach across our lives in ways
we’re still processing and adapting to. And yet,
the human need for connectedness continues
to assert itself in myriad ways. Almost a
“Forever Changes”
year ago, at the start of the previous Winter
Semester, I shared some reflections in
my weekly email “blog post” to academic
colleagues. Let’s take a quick look back at
January 2022:
“For those who have been teaching and
working throughout practically all of the
past two years, a new reality has asserted
itself. Maybe it’s hard to imagine the
“beforetime”, supplanted by the routines
we’ve grown accustomed to. And for the
many colleagues whose forays onto campus
have been in the single digits, or even not
at all, perhaps the physical presence of our
campuses has become almost hypothetical,
an abstraction.
“Anti-Fragile”
And yet, last Friday at Progress Campus as
I walked back to the parking lot, I saw two
students off to the side of the Library entrance
taking selfies with their phones. They were
positioning themselves in front of the
Centennial College sign, the one that’s affixed
to the north wall of the building. On that chilly
afternoon those two students were asserting
their embodied proof of attending college,
being a Centennial student, being “here”.
We’re all finding our way, collectively and
individually, through the fifth wave and a new
semester that will be filled with both new and
similar challenges to the preceding months.
It’s never going to be perfect and at times it
doubtless feels anything but. And still…the
moment I had of past meeting present and all
the miles in between, and the moment seeing
those two students—proudly proclaiming
their place in our community—were poignant
affirmations of place, “real” place, as well as
place in the heart.
Wrapping up this first week of the 2022 Winter
semester, I’m going to hold tight to the gift
those moments gave: of enduring friendships,
community, history, memory, and gratitude
in the face of whatever 2022 might throw at
us. It was a gift of perspective recognizing
this moment, this semester, as a point in
time through a long and storied journey that
preceded all of us and will continue to unfold
long after us.”
Fast forward to now. As we contemplate
and explore the many dimensions of “re/
TURN” in this issue of the Digest, and as
we’ve all engaged in a literal return to our five
campuses, let’s “hold tight” to those moments
of deep learning through a course of time that
will never be forgotten and to the “why” of what
we do as educators and academic leaders.
In his book Ten Lessons for a Post-Pandemic
World (which by the way I highly recommend!),
Fareed Zakaria writes: “What we can do is
be far more conscious of the risks we face,
prepare for the dangers, and equip our
societies to be resilient. They should not only
be able to withstand shocks and backlashes,
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RETURNING TO
(REFUSE) NORMAL
but learn from them. Nassim Nicholas Taleb suggests that we create systems that are “antifragile”,
which are even better than resilient ones. They actually gain strength through chaos and crises”.
(Zakaria, 2021:26).
There’s a lot to unpack in that quote (and in the book) but the standout for me is the criticality of
learning. In Zakaria’s words, we live in a global and technological ecosystem that is “open, fast
– and thus, almost by definition, unstable” (Zakaria, 2021:14). We’ve viscerally experienced the
disruptions of continuous change, risk, volatility, and ambiguity and this is now elemental to our
shared context. Our re/TURN asks us to embrace experimentation, mistakes, and our own imperfect
humanity, through a bias for learning, sharing, and growing together. We emerge from crises and
chaos even stronger, more resilient, and “antifragile”.
So much has changed, and yet despite all that’s changed (including the “forever changes”)
in this post-pandemic era, the essence of our work and why it matters indisputably
endures. Contemplating what’s ahead might be daunting, maybe even scary, but it’s also
exhilarating. What a monumental privilege it is to be alive in this historic time and to have a part in
shaping what’s to come. We’re reaching into the future with every student, every graduate, every
class/lab-field-clinical-co-op placement/committee meeting, and with every moment of teamwork,
homework, and all the other extraordinary work we do. Just like the title of the powerfully relevant
Academic Plan that we forged together during an unforgettable 2020, we’re Building Leaders
and Changemakers!
References
Centennial College (2021). Academic Plan 2021-2025: Building Leaders and Changemakers.
https://www.centennialcollege.ca/about-centennial/college-overview/academic-plan-2021-2025
Dennis, M. (2022, September). Post-pandemic: Some ‘forever’ changes to higher education,
University World News.
https://www.universityworldnews.com/post.php?story=20220902154032439
Selingo, J.J. (2022, September). How the Pandemic Changed Higher Education, FutureEd, McCourt
School of Public Policy, Georgetown University.
https://www.future-ed.org/how-the-pandemic-changed-higher-education/
Zakaria, F. (2021). Ten Lessons for a Post-Pandemic World. New York: WW Norton and Co.
Dr. Cary DiPietro
Dean, Learning, Teaching and Scholarship,
Centre for Faculty Development and Teaching Innovation (CFDTI)
The theme of this year’s Teaching and
Learning Digest carries forward and builds
upon the theme of the Faculty Summit that was
held on June 3rd, 2022. The Summit was held
virtually, as, at the time, we were still emerging
from the fourth wave of the COVID-19 global
pandemic. Many of us were beginning to
experience a return to campus during the
early days of the hybrid work pilot. We were
reminded that many of our colleagues were
already, and had been, teaching on campus
through the pandemic following the brief full
closure of campus.
It was in the spirit of this disrupting of
assumptions about “returning” to campus that
the theme of the Summit was framed, as a
re/TURN, a framing intended to invoke a sense
of collective intervention and disruption of
the idea of returning to normal. The Summit
provided a way to engage our collective
knowledge and experiences, the lessons
learned, the hard work of developing different
approaches to teaching and learning on the
turn of a dime, and to pool together ideas and
strategies. It opened a space for reflection on
what it means to reengage with our students
and each other on campus, re/assembling,
re/connecting, re/working, re/imagining, and
re/thinking how we teach and how our students
learn. The Summit was an attempt to carry
forward a few of the productive affordances
of an otherwise tragic global pandemic, to
document what we learned, and to consider
how to put that into continued practice.
A more unsettling disruption of normalcy,
though, has resonated and continues to
resonate in and beyond our responses to the
COVID-19 pandemic. Resounding loudly in
moments such as the murder of George Floyd
in May, 2020 or the horrific discoveries of
unmarked graves at residential school sites
that continue across Canada. Shortly after
Floyd’s murder, the scholar and poet Dionne
Brand railed against the hypocrisy of the
collective desire to get back to normal in a
popular opinion piece for the Toronto Star,
noting, “I’ve developed an aversion to the
word normal…now I find it noxious” (Brand,
2022). For Brand, “normal” is a condition
of anti-Black and anti-Indigenous racism,
of violence against women and racialized
minorities, of homophobia, transphobia, and
white supremacy: who would want to get back
to that normal, Brand asks, “to sit in it restfully,
to mourn it, or to desire its continuance?”
The Michi Saagiig Nishnaabeg scholar,
educator, writer, and artist Leanne
Betasamosake Simpson referenced Brand’s
column in MacLean’s a few months later,
noting that, while the Elders she worked with
told their people to “go to the land” during the
pandemic, returning to the land is difficult if
not impossible for many Indigenous people:
“In order to have a relationship to our territory
we have to navigate ignored treaty rights,
highways, provincial parks, farms, cottages
and cottagers, cities, subdivisions and now
parking lots, and trails full of pandemic hikers”
(Betasamosake Simpson, 2020). The article
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cites many examples during the pandemic when
being on land for Indigenous people was met
with white violence, such as the experiences
of Haudenosaunee land defenders at 1492
Land Back Lane in Caledonia, Ontario, lobster
fishers of the Sipekne’katik First Nation,
and many pipeline protestors in western
Canada. Around the same time, the Mi’kmaq
scholar and activist Pam Palmater was showing
how the pandemic was being used to break
up lawful protests at Wet’suwet’en and impede
the investigations of murdered and missing
Indigenous women and girls (2020). Where Brand
unsettles our assumptions about normalcy,
Betasamosake Simpson and Palmater trouble
the notion of a return, of movement on and over
stolen land, and geographies of violence.
By way of preface to this issue of the Teaching
and Learning Digest, I want to offer two of my
own disruptions of returning to normal, drawing
on the more unsettling aspects noted by the
writers above. While many of the amazing
contributions in this edition of the Digest
rightfully celebrate the return to campus or
use the experiences and knowledge gained of
teaching and learning through the pandemic
as productive interventions that challenge
staid assumptions and lead to better and more
inclusive practices, I want to linger for a moment
on the more unsettling aspects and the tension
and uneasiness they produce. For a moment,
let’s consider instead how conflicts that predate
the pandemic, and more specifically, demands
for justice, continue to bubble up, unresolved,
and bristle against our teaching and learning
practices and environments.
The first of these disruptions is to consider our
return to campus in relation to our recognition
or acknowledgement of Land: what does it
mean to be able to come back to campus to
teach, learn, and work together—on stolen
land? On the one hand, we might use this
question to re-examine our positionality,
recentre our commitments to the Calls
to Action of the Truth and Reconciliation
Commission, and meaningfully act upon the
goals of Centennial’s Indigenous Strategic
Framework. With the surging return of
international students, we might consider
how Land acknowledgement can be used as
a teaching strategy and to situate learning in
place on Land, and in the social and historical
context of colonialism as we seek to decolonize
our curricula and teaching practices.
On the other hand, we might note that those
interventions are predicated on a privilege
of movement, of being able to lay claim to a
place without it being contested, in this case,
a place of learning. However we choose to
position ourselves on campus, to acknowledge
our place on Land, the demands for justice
in relation to Indigenous land rights and
sovereignty remain unresolved. I suspect
many of us feel that uneasiness in reading
the Land acknowledgement, even a sense of
something approaching hypocrisy, when setting
it alongside the colonial legacy of land theft,
the ongoing protests for Land Back, very real
restrictions on the movement of Indigenous
peoples, and the geographies of violence that
surround us. Do we feel that same uneasiness
when making a claim to the importance of
being and learning on campus, of having that
campus experience? It’s in this context that
we should ask: what assumptions are we
making about our own privilege of movement
and sense of claim to place and that of our
colleagues and students? How can we take
that sense of urgency that some of us might
have felt about getting back to in-person
learning and apply it to the incompleteness
of our work in realizing the goals of the
Indigenous Strategic Framework?
The idea of examining and interrogating the
privileges we assume in returning to campus
also opens up the possibility of a further
disruption of normalcy, a disruption that helps
to further uncover the systemic ableism of our
teaching and learning environments. When the
pandemic first happened and courses shifted
to remote delivery, many disabled student
groups noted that the interventions that were
being made—increased flexibility, recording
of lectures, providing course materials in the
Learning Management System—had been the
key demands of campus disability advocates
for many years. The pandemic was a crisis of
access to education on a large scale, and the
irony was often noted that a shift in the culture
of access was possible, that interventions
could be put into practice effectively overnight,
but only when they served the needs of the
majority learner.
At the same time, disabled students also noted
how the shift to remote learning amplified
barriers to access related to technology and
online learning (Loeppky, 2022). Even more so,
because academic accommodations tend to be
focused on the needs of disabled students in
physical spaces on campus.The shift to remote
learning had the effect of making the needs of
disabled students less visible. At my previous
institution, when we surveyed students
about their learning experiences during the
pandemic, many cited their own mental and
physical disabilities in relation to their individual
learning needs. Writing from their homes, their
bedrooms, their makeshift workspaces, what
surfaced with immediacy and urgency were
the many ways their learning experiences
intersected with their lived experiences, as well
as the intersectionality of disability with race,
gender, and sexuality and material conditions
such as food and housing insecurity. With the
return to campus, while these needs persist,
many students are concerned about losing the
flexibility and accessibility that were put into
place during the pandemic.
Thinking through the lens of the needs
of our diverse student populations, and in
particular those of disabled students, has really
crystallized how our teaching and learning
environments are designed with normative
assumptions about our students—that is,
based on what we assume typical or normal
students need or require. These assumptions
are ableist because they position the needs
and experiences of disabled students as
exceptional, requiring accommodation, and
intervention. The writer and activist Jay
Dolmage has coined this particular brand of
normative bias as academic ableism (2017).
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Of course, most of us recognize and
understand the diverse needs of our students,
and we try to be accommodating as educators,
exercising empathy and care towards our
students. But as many faculty will know from
their own experiences, empathy and care
are very demanding, often adding a layer
of emotional labour to the work of teaching
and learning. Seeking to address the always
pressing and diverse needs of our students
one by one can lead to feelings of exhaustion
and burn out. Accommodating the needs of our
students individually, whether through a formal
accommodations process or by way of our
care and support as educators, is ultimately
untenable. Ableism is systemic and requires a
systemic response.
Many faculty I know at Centennial are vocal
advocates for Universal Design for Learning
(UDL), (please refer to CAST website for more
information) and have used this moment of
post-pandemic teaching and learning to amplify
their work in UDL. Providing students with
multiple means of engagement, representation,
and action and expression builds flexibility
and optionality into curriculum and learning
experiences. Some means include using
many of the technological interventions
and strategies that were put in place during
the pandemic. For many students, those
interventions also minimize or forestall the
need to disclose their disabilities or personal
situations, which can feel embarrassing and
stigmatizing, and request accommodations
for their specific needs. Integration of UDL is
the kind of systemic change that’s needed,
although it’s only one change and many more
are also needed. UDL helps to level the playing
field, making learning conditions more equal
for all, but equality is not the same as equity
and justice.
So beyond taking up our call to UDL, how
can we push a little further to reveal, address,
and undo the harms of ableism? How can
we redesign our learning environments and
experiences in ways that centre disability and
recognize its intersectionality? How might we
shift from a model of disability that sees it as
a condition, something that is exceptional,
needing to be accommodated and deserving
of our empathy and care, to a model in which
disability is positively valued and celebrated
as a way of being in the world and that
brings with it knowledge and experience
that strengthen and enrich our teaching and
learning environments?
Centennial College is an incredible
organization and is full of so many wonderfully
knowledgeable and exceptional faculty and
support staff. I know that collectively we live
our commitments to education for our diverse
community of students every day. After three
years of a global pandemic, it has been
exciting this year to get back to doing what we
do best—fostering communities of learning
across our dynamic campuses and learning
environments and providing students with the
means to thrive in their learning journeys. But recalling Dionne Brand, who asks us to think about
what “normal” means—the violence of normal—for Black, Indigenous, racial minority, gender and
sexually diverse, and disabled communities, I invite you to linger a little while longer in the discomfort
and uneasiness of “returning to normal” and to work together to use this movement of returning to
refuse normal, to instead seek to realize genuine equity and justice in our teaching and learning
practices and environments.
References
A conversation with Pam Palmater on COVID, racism, and Indigenous communities. (2020).
Women of Influence. https://www.womenofinfluence.ca/2020/06/22/a-conversation-with-pampalmater-on-covid-racism-and-indigenous-communities/
Betasamosake Simpson, Leanne. (2020). May 2021 be the year land is once again refuge for
Indigenous people. MacLean’s. https://macleans.ca/opinion/may-2021-be-the-year-land-is-onceagain-refuge-for-indigenous-people/
Brand, Dionne. (2022). Dionne Brand: On narrative, reckoning and the calculus of living and dying.
Toronto Star. https://www.thestar.com/entertainment/books/2020/07/04/dionne-brand-onnarrative-reckoning-and-the-calculus-of-living-and-dying.html
Dolmage, Jay Timothy. (2017). Academic Ableism: Disability and Higher Education. Ann Arbor,
Michigan: University of Michigan Press. https://www.press.umich.edu/9708722/academic_
ableism/?s=description
Loeppky, John. (2022). With the shift to online learning, students with disabilities face new barriers.
MacLean’s. https://education.macleans.ca/feature/with-the-shift-to-online-learning-studentswith-disabilities-face-new-barriers/
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REIMAGINING
THE re/TURN
Dr. Zabedia Nazim
Professor, Teaching and Learning,
Centre for Faculty Development and Teaching Innovation (CFDTI)
In early 2019 the world changed when the
COVID-19 pandemic swept across the
globe. It had been approximately 100 years
since the last pandemic, Influenza which was
commonly referred to as the Spanish flu (1918-
1919). Despite signs and prior warnings by
the World Health Organization that we were
due for a pandemic, the world was caught
off guard.
Overnight nations scrambled to secure
their borders and halt the spread of
COVID-19. Governments issued public health
directives that included actions aimed at
limiting physical contact as a way to control
the spread of the virus. Social distancing,
masking, and stay at home orders
were just some of the measures being
mandated. Meanwhile, institutions responsible
for providing essential goods and services,
were charged with finding ways to quickly
restructure their operations; this included
postsecondary institutions.
As postsecondary institutions restructured to
operate from pandemic conditions, it exposed
and exacerbated many of the existing cracks
in the system. At the same time it opened
up opportunities for those whom the existing
education system had not worked for.
As we emerge from the worst of the pandemic
there has been a message that society must
“return to normal”, which is a task that many
institutions are struggling with given what has
transpired, several realizing, that going back to
their previous ways of operating is not possible
given that these establishments have been
fundamentally altered by the pandemic.
In this article, I question the “return to normal”
in higher education, and suggest that this push
not only underestimates the ongoing impact
of the pandemic, particularly on historically
marginalized groups, but also minimizes the
basic structural changes that have now taken
root in institutions of higher learning. The paper
argues that as we start to return we must
reimagine the campus space in different and
multiple ways. This requires us to critically
question the function of higher education,
who it serves, and more importantly who it
fails to serve. The paper points out that higher
education is at a turning point where the cracks
in the system, exposed by the pandemic,
have presented an opportunity to envision
education and specifically postsecondary
campuses in more equitable and inclusive
ways. However, to do so means we must
begin to challenge hegemonic ideologies and
discourses that have sustained the dominant
neoliberal system of education that privileges
“the consumer” and individualizes failure
and success.
Pandemic shifts in higher education
With the pandemic, institutions around the
world, including higher education, reconfigured
their operations in order to continue to
function. For most postsecondary institutions,
the biggest change was the shift to a virtual or
online environment. It was not that this was not
already underway, but the scale and speed with
which it was happening was unprecedented.
The pandemic illustrated the advantages
and disadvantages associated with online
learning. For faculty and learners, the shift
to online learning was not unexpected since
postsecondary institutions had already
embarked on this path. The pandemic,
however, served to accelerate this
transformation, and had the added advantage
for senior educational administrator of
quelling existing faculty and student union
apprehension and critique associated with
this move.
Many of the concerns associated with
virtual learning particularly around
workload, accessibility, privacy, mental
health, and pedagogy were realized
during the pandemic. Overnight faculty
workload mushroomed (Ashour et al.,
2021). Meanwhile, faculty were confronted with
growing concerns around academic integrity as
well as how to protect their intellectual capital
(Ashour et al., 2021, Burns, 2020, Hadfield &
Summerby-Murray, 2021). There were also
pedagogical dilemmas such as how to teach
applied skills or provide real world experiences
in an online environment (Ashour et al.,
2021, Blaskovits et al., 2023, Deshmukh,
2021). Zoom fatigue and worries about mental
health (Deshmukh, 2021, Wang et al., 2022,
Tremblay & Brunette, 2022) emerged as
persistent concerns as faculty struggled to
maintain work-life balance and engage learners
online. Students also struggled with issues
like privacy, workload, building meaningful
social connections, and timely access to
instructor support especially for asynchronous
courses (Blaskovits et al., 2023, Deshmukh,
2021, Phillips, 2021, Tremblay & Brunette,
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2022). Many international students had added
problems created by firewalls and differing time
zones (Deshmukh, 2021). Meanwhile internet
access, bandwidth, and access to the
necessary hardware for online learning
became global challenges, particularly for
the world’s poorest (Blaskovits et al., 2023,
Hadfield & Summerby-Murray, 2021, Phillips,
2021). These were just a handful of the
multitude of problems that emerged from this
forced global experiment in online learning.
Alongside the challenges associated with
online learning, there were many benefits
that emerged, some expected and others
unexpected. Perhaps the greatest benefit
was the flexibility associated with online
learning. Teaching and learning could now take
place from anywhere and at any time, which
for students contributed to greater control
and self-regulation over the learning process
(Ashour et al., 2021, Phillips, 2021). It also
made education more accessible particularly
for those who struggled with accessing oncampus
learning (i.e. those with disabilities,
with competing family and work responsibilities,
international, rural and other students living far
from campuses, etc…) (Ashour et al., 2021;
Blaskovits et al., 2023, Hadfield & Summerby-
Murray, 2021, Phillips, 2021). For most
people there was also the added
advantage of the reduction in
time and costs associated with
commuting (Ashour et al., 2021,
Blaskovits et al., 2023, Phillips,
2021). Factor in the environmental
improvements associated with
reduced commuting and the
gains are global. Online learning
also created opportunities for
educators to challenge aspects
of pedagogy that needed to be
rethought and reimagined (Phillips
2021). It created richer learning
experiences associated with
greater access and opportunities to
collaborate with others, particularly
expert professionals from around
the world (Finch & Jacobs,
2012). An unexpected benefit was the way
online platforms like Zoom flattened out some
of the existing hierarchies associated with
physical classroom spaces (i.e., position of
teacher at the front of the room, students
situating themselves in either the back or
front of the classroom based on whether they
wanted to be seen and/or heard). The uniform
Zoom grid classroom flattened out the
traditional hierarchical classroom configuration,
which enabled greater participation of students
who would not have felt comfortable to
participate in a physical classroom (Deshmukh,
2021). Of course, this does not dismiss all the
inequities associated with using Zoom or other
online delivery platforms (i.e., accessibility,
technological literacy, privacy, etc.).
The results of current research on the
experience of online learning during the
pandemic are mixed and findings cannot
be reduced to a balance sheet of pros
and cons. When assessing this research
and the lessons learned it is important
to remember that the context of the
pandemic was diverse, despite it being a
global phenomenon. Institutions with more
economic, social, cultural, and political capital
were better able to navigate the barriers
associated with a virtual teaching and learning
environment. They had better infrastructure,
resources, and support for technology (Stack,
2021). There were also robust student
services like mental health, and financial aid
that students could access. Meanwhile, the
diversity of learners meant there was
not a common experience even among
learners. For example, online learning created
opportunities for those in rural locations to
access education, but this was not the case
for many Indigenous learners in rural areas
who had limited access to internet, computers/
laptops, and other technology and support
(Blaskovits et al., 2023).
As we emerge from the pandemic the
speed and scale of change of technology
has not slowed despite the concerns
exposed by the pandemic. The strides
made in technology are here to stay and
will probably accelerate. Many want the
benefits offered by technology to continue,
but also want options for what technology
could not provide. There also needs to be
a consideration of the disparities between
different groups and how technology
can both lessen and widen
those disparities. For example,
technology has increased access
to education for learners from
rural communities and other
marginalized groups (i.e. those with
chronic health conditions) but at
the same time growing poverty
particularly among students from
historically marginalized groups has
raised concerns about expenses
associated with technology and good
internet connections (Blaskovits,
2023). There is talk of postsecondary
institutions becoming more “nimble”
in the future, given that their world
will likely experience more global
crises due to further pandemics
and the impacts of climate change
(Deshmukh, 2021). As higher
education gravitates more towards
online learning this inevitably
raises questions about the role of
the campus.
Role of the campus: Questioning space
There is a lot of discussion about the role of
physical campus as postsecondary institutions
seek to find the right balance between face-toface
and virtual learning. In fact, in his research
on the post pandemic university campus,
Jay Deshmukh (2021) asks: “Has COVID-19
killed the campus? He and other researchers
suggest that it has not. In fact, educational
scholars recognize that learning is not just
formal, cognitive, and limited to classroom
spaces. Rather, he notes that “learning takes
place in the multiplicity of formal and informal
interactions that occur frequently and naturally
across the campus”. These interactions
contribute to the cognitive and social
development of those who inhabit these
institutional sites. If anything the pandemic
taught us that there is inherent value in real
and meaningful interpersonal engagement (i.e.,
collegiality and well-being) that takes place on
campuses (Blaskovits, 2023; Deshmukh, 2021,
Phillips, 2021).`
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There is value in this perspective but we
must be careful not to romanticize campus
life. University and college campuses were
initially designed to cater to the experiences
of young, white Anglo Saxon, heterosexual
able-bodied, elite men. With the influx of more
diverse bodies since the 1960s (i.e., women,
older, non-white, middle, and working class,
sexual and gender diverse people, etc.)
these spaces have become slightly more
malleable but not porous. For those who have
felt like outsiders and whose histories have
been erased from these sites and who lack
institutional power that comes with economic,
social, and cultural capital (i.e., contract
workers, Indigenous, racialized minorities,
poor, non-binary, disabled people) the campus
is still an exclusionary place (Blaskovits
et al., 2023, Hampton 2020. Merculieff &
Roderick, 2013) where their presence is often
viewed as a disruption to the “normalcy” of
these institutional spaces. Hence, campus
life is fraught with barriers, tension, stress,
anxiety, and feelings of loneliness and not
belonging with many ending up on the fringes
or margins of these establishments. In fact,
the pandemic and the opportunity to work
from “home” was a reprieve from these toxic
environments. Additionally, the return to
campus for many institutions assumes that all
postsecondary students have had a presence
on campus prior to the pandemic. This is not
the case for some of the most marginalized
learners (i.e., Indigenous learners on reserves,
learners who are incarcerated) whose absence
from the campus preceding the pandemic has
not been a matter of great concern and whose
needs as these institutions plan for the return
continue to be ignored or not addressed with
the same level of urgency.
Besides recognizing that not all individuals
and groups have found learning on campus
to be smooth, enjoyable, or even an option,
the return to campus must also factor in that
for many people, particularly those from
marginalized groups, the consequences
associated with the pandemic are still
present, and in some cases have been
further exacerbated, making the return to
campus challenging. For example, many
international students continue to struggle
with crossing borders (i.e., visa backlogs and
navigating immigration systems made more
complicated by the pandemic) (Deshmukh,
2021). Countless people around the world
who struggled economically before and
during the pandemic continue to do so, with
many finding that despite the lifting and/or
easing of pandemic restrictions their socioeconomic
conditions have worsened due not
just to a sluggish economy or high inflation,
but also because of ongoing neoliberal
economic cost cutting measures imposed on
workers (Blaskovits, 2023). This has had a
ripple effect, from poor and middle-income
families in the global South incurring greater
debt to send their children to postsecondary
institutions in the global North, to students
(and contract employees) working multiple
precarious jobs to secure housing, food, and
other basic necessities.
The list of systemic inequities that have
been exacerbated by the pandemic cannot
be ignored when envisioning a return to
campus. Neither must the solutions to these
structural issues be reduced to the level of
individual issues. For example, the state of
student’s mental health was a concern that
preceded the pandemic, but was exponentially
worsened by it. The pandemic exposed the
chronic underfunding of mental health not just
in education but in the wider society (Tremblay
& Brunette, 2022). The link between mental
health and issues like student performance,
retention, engagement, and other indicators of
academic success has been well-established
in the research literature (Shankar & Park,
2016, Storie et al., 2010). However, the
growing stream of research (Checa-Domene
et al., 2022, Vizoso Gómez & Arias-Gundín,
2019) that focus on the relationship between
mental health and individual mindsets, traits,
and competencies like self-esteem, optimism,
emotional intelligence, and resilience fail to
deal with many of the structural root causes
of mental health (i.e., poverty, patriarchy,
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21

sexism, racism, homophobia, transphobia,
colonialism, etc.) that continue to organize
our societies and its institutions, including
education. When structural factors are not
taken into account, initiatives aimed at
addressing mental health are left wanting and
benefit those who are already privileged by the
system (Tremblay & Brunette, 2022).
For example, the benefits of nature on
mental health are well documented. Wang et
al., (2022) research on the restorative
nature of campus green spaces argues that
envisioning post pandemic campus green
space, university administrators should pay
closer attention to students’ use of outdoor
spaces. However, without consideration of
how students’ social identities (i.e., race,
class, gender, disability, etc…), and their
intersections with structural issues (i.e.,
poverty, racism, sexism, etc.), impact their
use of green space, only those already
privileged by the existing design of campus
green spaces will garner the mental health
and other benefits associated with it. This is
especially troubling since research on mental
health has found that cultural identity and
belonging to a marginalized minority group
appears to be a factor associated with greater
risk of mental health problems because these
groups experience more socio-economic
inequalities and discrimination (Srivastava &
Srivastava, 2019).
“The return to normal is too low a standard”
The fact that our existing system of higher
education exacerbates inequities must be
considered not just in the matter of the return
to campus but in the larger context of a return
to a system of higher education that has
privileged only a select few. Boettcher et al’s.,
(2020) article on building new and better post
pandemic support for Student Affairs graduate
students reveal how academic programs create
challenges for economically marginalized
students For example, not only is there the
financial burden of textbooks and academic
fees, but also the financial loss incurred from
unpaid but required practicum and internship
hours. This results in students who need
additional employment working multiple jobs,
putting them at a disadvantage, with less time
to devote to their studies or to be involved in
activities that would build their professional
capital and bolster their resume.
Boettcher et al., (2020) exposed how the
pandemic afforded opportunities to do things
differently as a matter of necessity, which
inadvertently reduced some of the existing
inequities in the system. For example, the
expenses associated with professional
activities like conferences are often a barrier
for students, contract faculty, and other
economically marginalized groups. It is not
just the fees associated with these events,
but travel and other incidental costs (i.e. food,
lodging, and childcare). The shift to online
conferences lessened the financial burden
associated with these events and opened up
opportunities for those more economically
marginalized groups to benefit from these
events. Boettcher et al’s., (2020) central
message is that returning “to normal” is too
low a standard and that as institutions of
higher learning transition to a post-pandemic
environment there is an opportunity to “create
transformative change to what is possible and
better in the future”.
Conclusion
The pandemic has presented new challenges
for higher education, but it has also opened
new avenues of possibilities. Particularly, for
rethinking modes of delivery and possible
transformations to postsecondary campuses
(Ashour et al., 2021). As the landscape of
higher education continues to evolve, new
planning and design perspectives look to reenvision
university and college campuses, and
more broadly, higher education. There seems
to be a general consensus in the research
literature that the postsecondary campus will
not disappear with the growing presence of
online learning. Instead, the shape and form
campuses will take may be different from what
most look like now. In his article, “Speculations
on the post-pandemic university campus - a
global inquiry” Deshmukh (2021) argues that
“Forward-looking schools are reimagining
campuses as a series of agile, multifunctional
spaces with robust, scalable, flexible, techenabled
infrastructure which include variation
in occupancy and rules of habitation, based on
public health and big-weather events.”
The pandemic serves as a watershed moment
having exposed many of the cracks with the
existing education system. The possibilities
of more inclusive and equitable campuses
and systems of higher education would
mean taking into account the diversity of its
users and centring the voices, experiences,
and lived realities of those who have been
historically marginalized from these sites
of higher learning (Blaskovits et al., 2023,
Stack, 2021). For example, Blaskovits (2023)
contends that pre-existing gaps in academic
achievement between Indigenous and non-
Indigenous students may widen if specific
attention is not paid to the differential impacts
of the pandemic.
Without structural changes to higher education
that starts from the margins, with those who
are often invisible when it comes to who and
what counts at institutions of higher learning,
the possibilities for transforming higher
education will simply amplify an already
inequitable system.
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23

References
Ashour, S, El-Refae, G.A., & E. Zaitoun (2021). Post-pandemic higher education: Perspectives from
university leaders and educational experts in the United Arab Emirates. Higher Education for the
Future, 8(2): 219-238.
Blaskovits, F., Bayoumi, I., Davison, C., Watson, A., & E. Purkey (2023). Impacts of the COVID-19
pandemic on life and learning experiences of Indigenous and non-Indigenous university and
college students in Ontario, Canada: a qualitative study. BMC Public Health: 23-96.
Boettcher, M.L., Adelson, L., Jamison, A., & D. Kniess (2020). About Campus. September-October:
15-19.
Burns, R. (2020). A COVID-19 panacea in digital technologies? Challenges for democracy and higher
education. Dialogues in Human Geography, 10(2), 246-249.
Checa-Domene. L., De La Rosa, A.L., O. Gavin-Chocano. (2022). Students at risk: Self-esteem,
optimism and emotional intelligence in post-pandemic times? International Journal of
Environmental Research and Public Health. 19, 12499: 2-11.
Storie, K., Ahern, K., & Tuckett, A. (2010). A systematic review: Students with mental health problems
- A growing problem. International Journal of Nursing Practice, 16(1), 1-6.
Stack, M. (2021). Responding to the COVID-19 pandemic: University rankings or co-operatives as a
strategy for developing an equitable and resilient post-secondary education sector. International
Review of Education. 67: 127-144.
Tremblay, L., & Brunette, M. (2022). Ensuring the success and engagement of university students in
times of pandemic: The issues of mental health. Diversity of Research in Health Journal, Vol. 5:
2-14.
Vizoso Gómez, Carmen, & Arias-Gundín, Olga. (2018). Resiliencia, optimismo y burnout académico
en estudiantes universitarios. European Journal of Education and Psychology. 11. 47-59.
10.30552/ejep.v11i1.185.
Wang, H., Manningtyas, R.T., Luo, S., Danniswari, D., & K. Furuya. (2022). Impact of COVID-19
pandemic on university students’ use of campus green space and recommendations for
post-epidemic green space management. The 6th International Symposium of Sustainable
Landscape Development. IOP Conference Series: Earth and Environmental Science. 1-10.
Deshmukh, J. (2021). Speculations on the post-pandemic university campus - a global inquiry.
International Journal of Architectural Research, 15(1): 131-147.
Finch, D., & Jacobs, K. (2012). Online education: Best practices to promote learning. In Proceedings
of the Human Factors and Ergonomics 56th Annual Meeting.
Hadfield, A., & Summerby-Murray, R., (2021). International education: post-pandemic imperatives for
Canada and the United Kingdom, The Roundtable. The Commonwealth Journal of International
Affairs. 110:2, 272-273.
Hampton, Rosalind (2020) Black Racialization and Resistance at an Elite University, Toronto:
University of Toronto Press.
Merculieff, Larry & Libby Roderick (2013) Stop Talking: Indigenous Ways of Teaching and Learning
and Difficult Dialogues in Higher Education, Anchorage: University of Alaska Anchorage.
Phillips, H.N. (2021). Re-imagining higher education: A cohort of teachers’ experiences to face the
‘new normal’ during COVID-19. International Journal of Educational Research Open, Vol. 2: 1-7.
Son, C., Hegde, S., Smith, A., Wang, X., & Farzan, S. (2020). Effects of COVID-19 on college
students’ mental health in the United States: Interview survey study. Journal of Medical Internet
Research, 22(9), e21279. Doi: 10.2196/21279.
Srivastava, R., & Srivastava, R. (2019). Impact of cultural identity on mental health in post-secondary
students. International Journal of Mental Health and Addiction, 17, 520-530.
Stack, Michelle (2021) Responding to the COVID-19 pandemic: University rankings or co-operatives
as a strategy for developing and equitable and resilient post-secondary education sector.
International Review of Education, 67: 127-144.
Shankar, N.L., & Park, C.L. (2016). Effects of stress on students’ physical and mental health and
academic success. International Journal of School and Educational Psychology, 4(1), 5-9.
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25

THE ONLINE MODALITY
AND METRICS
Global and institutional trends
Dr. Sowmya Kishore
Professor, Teaching and Learning,
Centre for Faculty Development and Teaching Innovation (CFDTI)
An enormous amount of data has been
captured and studied since our emergence
from the pandemic. National surveys have
found a shifting focus to “working to live” rather
than “living to work,” and this includes student
voices. This watershed moment for digital
learning at Canadian postsecondary institutions
is making it clear that the lasting impacts of
such shifts will continue to drive change in the
years to come. Having witnessed a wealth of
innovation in the field of education, several
experts and studies suggest that many of these
innovations will likely outlast the pandemic
(Roth et al., 2023).
Educational research was predominantly
focused on class or course levels, rarely could
we scan how online delivery worked across
programs or across institutions. Now, there
is an unprecedented agreement about the
direction of higher education, in terms of
teaching modes. It appears, the world has
not gone back to square one, it has settled
somewhere in between, a “blended future”.
The COVID-19 pandemic forced almost
everyone on earth online, creating a
randomized trial with a control group so
big, it was a researcher’s wildest dream.
—NY Times.
We take a look at some of the key trends
and lessons learned from such data, before
focusing on our own institutional findings
from the shift in modality across schools
at Centennial.
What we learned
• Online research grew: it was like action
research on steroids, a type of scholarship
that examines an activity in progress.
• Class size matters: large introductory
classes with 100+ students benefit
(thanks to chats and virtual feedback)
while students in small elective classes
like it less (reduced opportunity for
face-to-face discussion).
• Focus on health and wellness:
heightened emphasis on work-life
balance, burnout, camaraderie, and
support. Educational technology impacts
student and faculty!
• Variety of online resources and activities:
no matter the modality, students are
looking for flexibility, social interaction, and
academic engagement.
• Device access does not mean equity:
learners with disabilities and those
with life situations are often left
out. Assistive technology usage has
increased for even those not reporting a
disability need, ex. video captions.
We have come to realize more intentionally
that students are people with complex learning
needs and goals. Completing a diploma or
degree is the most common way survey
respondents define a successful higher
education experience, but it was found, they
are also hoping to secure a job, achieve
personal growth, secure a high salary, and
much more!
Let’s accept, the online versus face-to-face
dichotomy is being disrupted, and this reflects
the increased interest in teaching and learning
online and via hybrid modes, even prior to
the pandemic.
Post-pandemic trends in Canadian higher
educational landscape
• Faculty Professional Development: nearly
all institutions are expected to provide
support and training in the areas of effective
use of the institution’s learning management
system (LMS), teaching with technology,
alternative assessment techniques using
digital technologies, funding, and resources
for faculty to use innovative technologies in
their courses.
• Renewed Investment: in technology
infrastructure, open educational resources
(OER) and Instructional Design for online
course development.
• Increase in internationalization: despite a
slump during the pandemic, this figure is
estimated to jump to three million by 2030.
• Inclusive pedagogy: to create equitable,
responsive learning environments that offer
personalized learning approaches for the
diverse student body.
• Focus on micro-credentials and soft skill
developments: including teamwork ability,
creativity, interdisciplinary knowledge,
interpersonal communication, and
cross-cultural competencies.
Challenges that still need attention
• Quality assurance and learner engagement.
• Universal Design for Learning (UDL)
integration in courses and services.
• Hands-on, experiential learning, virtual
work-integrated learning placements.
• Creating community and opportunities for
learners to get to know one another.
• Just-In-Time training and support and
curation of asynchronous material.
How did Centennial students re/TURN?
We looked at student choices in modality
by analyzing the changing numbers since
early 2022, as seen in the charts that
follow. In comparing domestic and international
student markets, the proportion of Hybrid
has continued to increase while that of inperson
has dropped significantly from Fall
2020. However, an interesting trend shows that
more students have switched back to in-person
since 2022.
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27

Percentage of in-person modality by school (Domestic)
The percentage of hybrid modality in different schools is unstable. That of in-person for domestic
dropped significantly since Fall 2020, with SOT numbers higher than other schools.
Distribution of registration by modality (International)
After Fall 2020, only a small number of international students chose pure in-person
modality with hybrid having become the top choice since 2022.
Percentage of online modality by school (Domestic)
Pure online numbers for SOT, SCHS, and SCMAD were lower than other schools, with
the proportion in Fall being lower than in Summer, and Winter (2022).
Percentage of hybrid modality by school (International)
The percentage of hybrid modality in different schools is unstable, with that of SOA
being much lower than other schools.
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29

Percentage of in-person modality by school (International)
The proportion of in-person at SOA is much higher than other schools, and
after 2021, only a small number of international students chose the pure inperson
modality (except for SOA students).
Clearly, there has been and will remain a preference for online and hybrid learning as alternatives
to mainstream in-person classroom delivery. However, studies yielding evidence-based planning for
strategic changes that minimize disruption to in-person teaching, learning, or hands-on training, will
only surface in time (Mundy and Gallagher-Mackay 2022, Roth et al., 2023). Despite the decrease
in fieldwork or clinical exposures and massive shifts to online modalities, many studies point to a
perceived increase in skills (virtual teaching, support, consult, customer care, ex. telemedicine),
flexibility, and student-centred care.
As seen around the globe and at our own institution, there is a growing appetite for flexible learning
models from learners and instructors alike, and this reality is here to stay. Models that can tap into
increased access, engagement, collaboration, and nurturing of communities can meaningfully support
and celebrate student learning experiences in a variety of learning spaces. The pandemic will become
a thing of the past, yet, ironically, human efforts to return to the ‘new normal’, aka pre-pandemic
teaching and learning methods, will also prevail. As educators, we must consciously consider newer
alternatives that incorporate successful innovations and be willing to experiment and improvise by
welcoming all stakeholders to such dialogue.
References
Modality charts and analyses provided by Centennial College’s Data Analytics and Research Office
(DARO).
Percentage of online modality by school (International)
Most of TBS and SHTCA students chose pure online modality from Fall 2020
to Summer 2021. The proportion of pure online has dropped significantly
since 2022.
2022 Students and Technology Report: Rebalancing the Student Experience. (n.d.). www.educause.
edu. https://www.educause.edu/ecar/research-publications/2022/students-and-technologyreport-rebalancing-the-student-experience/introduction-and-key-findings
Canadian higher education post-pandemic. (n.d.). Feedbackfruits.com. Retrieved March 21, 2023,
from https://feedbackfruits.com/blog/canadian-higher-education-post-pandemic-investing-in-aquality-inclusive-and-flexible-education#the-top-trends-that-drive-canadian-higher-education
Johnson, N., and Seaman, J. (n.d.). Tracking the Impacts of the Pandemic on Digital Learning
in Ontario. Retrieved March 21, 2023, from https://www.ecampusontario.ca/wp-content/
uploads/2022/04/2021-CDLRA-Ontario-Report-March-2022.pdf
Marcus, J. (2022, October 6). With Online Learning, “Let’s Take a Breath and See What Worked and
Didn’t Work.” The New York Times. https://www.nytimes.com/2022/10/06/education/learning/
online-learning-higher-education.html
‌Mundy, D. K., and Gallagher-Mackay, D. K. (2021, May 12). Learning Our Way Out of the Pandemic.
EdCan Network. https://www.edcan.ca/articles/learning-our-way-out-of-the-pandemic/
Roth, L. T., Mogilner, L., Talib, H., Silver, E. J., and Friedman, S. (2023). Where Do We Go from
here? Post-pandemic Planning and the Future of Graduate Medical Education. Medical Science
Educator. https://doi.org/10.1007/s40670-023-01737-8
‌Ontario Learning During the COVID-19 Pandemic: Experiences of Ontario First-year Postsecondary
Students in 2020–21 – Higher Education Quality Council of Ontario. (n.d.). https://heqco.ca/pub/
ontario-learning-during-the-covid-19-pandemic-experiences-of-ontario-first-year-postsecondarystudents-in-2020-21/
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31

e/CENTRE
As students return, they
bring with them experiences
and challenges that can be
different from what they faced
pre-pandemic. The strand
re/CENTRE focuses on the
experiences and challenges
that students may have
as they return. How can
we, as a faculty, create
flexible and inclusive
learning environments that
centre student voices and
current realities?
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FACULTY SUMMIT HIGHLIGHTS
Essential social skills that are
learned in face-to-face environments
are now lacking in students because
they have not had an opportunity to
develop them.
There are still barriers to learning
and to return for international,
domestic and marginalized students
(economic, relocation, social).
Faculty need to get to know
their students; they need to build
community and trust.
re/CENTRE
How do we convince students to
return to classes for courses that
can be taught online? We need a
more critical and inclusive decisionmaking
process when making
decisions about the return.
Students lives are more complex
now than pre-pandemic students and
the flexibility of learning online has
allowed them to better manage their
more complex lives.
Many faculty and students aren’t
keen to return due to health/
anxiety/other issues that weren’t
present pre-pandemic.
FUNDAMENTALS OF OCAP
Rethinking research with First Nations communities
Jennifer Easter
Librarian, School of Community and Health Services (SCHS)
and School of Transportation (SOT)
In November 2022, 10 participants from
Centennial’s Library and Learning Centres
(LLC) and Centre for Faculty Development
and Teaching Innovation (CFDTI) signed
up to complete the Fundamentals of OCAP
course offered by the First Nations Information
Governance Centre (FNIGC). Developed and
delivered in partnership with Algonquin College,
Fundamentals of OCAP is the FNIGC’s first
online training program. The course is a
comprehensive review of the principles of
OCAP—Ownership, Control, Access, and
Possession—in regards to the “collection, use
and disclosure of data or information regarding
First Nations” (Algonquin College and First
Nations Information Governance Centre, n.d.).
The course was an opportunity for participants
to study these principles in-depth, to engage
and (for some participants) reengage in these
principles, and consider how they apply
to Indigenous research and their work at
Centennial. This work aligns with Centennial’s
Indigenous Strategic Framework which
supports the undertaking of research and
scholarship that acknowledges Indigenous
research practices. Over the course of seven
asynchronous modules, participants learned
about the principles of OCAP, the harm that
can be done to a First Nations community
when OCAP principles are not applied to
research, and how OCAP principles can
be applied to create a research project
that supports both First Nations and the
researchers, among other topics.
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35

To supplement their learning in this asynchronous course, participants joined in optional online
meetings for discussions of the course content, led by facilitator and Centennial’s Copyright
librarian, Shelby Thaysen. This was an opportunity for participants to connect, and in some cases
reconnect! Pre-pandemic, online meetings to discuss the course content may not have been feasible
for many participants, but in our new learning environment it allowed for the group, represented
by members across departments, to gather in an online space and have discussions. This was a
space for participants to clarify and reflect on the course content, to ask questions, to learn from
multiple perspectives, and finally to be accountable for their learning. A potential goal of completing
the program, identified by one of the participants, is to build capacity at the college in regards to
References
Algonquin College and First Nations Information Governance Centre. (n.d.-a).
Module 1: What is OCAP? Participant notes. http://corporatetraining.algonquincollege.com
Algonquin College and First Nations Information Governance Centre. (n.d.-b). Welcome to
Fundamentals of OCAP, FNIGC’s first online training program.
http://corporatetraining.algonquincollege.com
36
knowledge of the OCAP principles. These meetings
resulted in rich discussions regarding how historically
First Nations communities have been treated in regards
to research studies, how that has changed and is
continuing to change, and how we can move forward in
our work respecting and applying the OCAP principles.
This work is ongoing and immensely valuable, and
is for anyone who is interested in research or data
management or simply wants to learn more about
how they can support Centennial’s ongoing work
of reconciliation. For members of the Centennial
community that are interested in completing the
Fundamentals of OCAP course, according to the
FNIGC’s website, the course is currently undergoing an
update and will be available again soon. To learn more,
please visit the FNIGC’s website.
These meetings resulted in
rich discussions regarding
how historically First Nations
communities have been
treated in regards to research
studies, how that has
changed and is continuing
to change, and how we can
move forward in our work
respecting and applying the
OCAP principles.
37

ARE YOU READY?
A poem for students
Joanne Dominico
Student Learning Strategist, Libraries
Are you ready?
I’m sorry to say this but you’re likely not
It’s not your fault though
you’ve just never been taught
the tools you need to succeed
So you have no clue
You have no idea what you’re supposed to do
And when you’re at the bottom about to embark on your climb,
the journey ahead seems to last for miles
Your goals so out of reach
With so much working against you
The constant distractions
The sheer workload volume
The distractions that eat the clock
And make time disappear
Your lack of motivation
Your disorganization
Your thoughts being hijacked by fear
You’re nowhere near ready
Your climb is weighed down with a backpack full of burdens
Like messed up sleep and other life hurdles
Competing priorities
and a lack of ambition
No time for exercise and poor nutrition
But do you realize your climb doesn’t have to be this hard?
There are tools you can use
that can help to lighten your load
That can keep you from falling
And help you stay on the road
To success
It IS possible
Although you may not be ready
the good news is
Sometimes in order to stay steady
You just need support
And there’s lots of that here
You don’t have to climb alone
Help is always near
So let’s climb together
I won’t let you fall
I’ll teach you the strategies you need to stand tall
You may not be ready
But it’s okay
I’m here to help you
Every step of the way.
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39

TEACHING ONLINE...
A REFLECTION
Yasmin Johaadien
Faculty, Baking and Pastry Arts,
School Of Hospitality, Tourism, and Culinary Arts (SHTCA)
I’ve been thinking a lot over the last few months about how far we have come in the past three years
as educators and how different my job looks today than it was. In March 2020, the world as we knew
it changed overnight due to COVID-19. COVID-19 came with many immediate changes; including
a complete shift in the way we teach. We went from teaching in person, face-to-face, to suddenly
having to pivot to completely online.
I had never taught this way before. I didn’t know how to. It was terrifying, exhausting, and even
frustrating at times—like anything new that you have to learn from scratch. As bakers, we had always
relied on our experience (teaching physical skills), knowledge, and personality to get the information
across to students, and to give them the tools they needed to succeed. How was I now going to
transfer all of this to an online setting?
How was I going to make this a great
experience for my students…and myself?
I love teaching, and a huge part of that was
engaging with the students.
During the first few weeks, we were trying to
figure out how to get the students through the
final few weeks of the semester successfully
by ensuring they were still achieving the
learning outcomes of the program. We spent
countless hours sourcing articles, accurate
videos, etc., to upload for the LMS as rich
content. We even pre-recorded/performed live
online demos. We conducted regular checkins
to answer any questions students had and
provide clarification on concepts that were
being learned. It was not ideal, but we were
trying to help students finish the semester in
the best way possible until we could return to
classes physically “in the next few weeks”.
Well…it then became evident fairly quickly that
returning to class might not happen as fast as
we thought and we would have to continue
teaching online. Courses had to be developed
to be fully online, cooking and baking demo
videos had to be created. Everyone worked
incredibly hard to make this happen, all the
while managing life at home with family and/
or kids—who were being homeschooled at the
same time—and dealing with the repercussions
of COVID. This was quite the experience.
Once online courses were developed, we
had to learn to teach the material in this new
setting. Could I make online teaching work?
Could I make it fun? I had to try. This was also
an opportunity for me to learn how to teach
in a new way, and regardless of whether I
was teaching in-person or online, the goals
remained the same—to provide students with
the best learning experience, and all the tools
necessary to be successful.
It took some time, but I got to a point where
I started to feel more comfortable teaching
online. In the first semester, I was mainly
focused on ensuring students achieved the
learning outcomes. The following semester,
I spent more time exploring and learning
available tools on our LMS, something I still
continue to do, to make the course(s) more
user friendly and engaging online. I then shifted
my focus to the online sessions I held for the
students every week on ZOOM. This was
the only “real” time I got to spend with
them. I wanted to make these sessions
valuable, so I asked myself, what were some of
the things I did in person that worked really well
that would transfer well online?
I made a “chef’s” list to implement:
• Be animated when speaking
• Show excitement and passion for topics
being discussed
• Learn every student’s name and greet
them as they entered the online session
• Show ingredients that might be new
to them but are commonplace in
the industry
• Introduce alternative ingredients that
can be used to prepare the recipes of
the week
• Share universal examples to explain
difficult concepts like comparing “dough
conditioner” to “hair conditioner”
• Share videos/pictures of alternative or
innovative ways chefs are producing
items we are learning about
I also started offering alternative options
for assessments, keeping in mind UDL
opportunities for varied learners. Instead of
students submitting a quiz or written evaluation,
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41

students could instead bake
something based on the
recipes discussed. I ensured
that I provided very specific
instructions on what pictures
to take during each of the
stages of preparing the recipe
and asked them to upload it in
place of the quiz or
written evaluation.
I was beginning to feel
more comfortable teaching
online, and started enjoying
it more each day! However, I
didn’t want to stay stagnant,
get bored, or become
complacent. With new tools
and methods of teaching
online constantly emerging,
there were new opportunities
to add to my own “online
tool kit”. I began introducing
music at the start of my Zoom
sessions and sharing stories
behind the tunes. This gave
my students a glimpse into
my life and I offered the
same opportunity to them;
to share music and their
stories. I occasionally brought
in interactive games, I told
cheesy jokes, played word
association or “guess that
image”. Or sometimes I had
them draw something related
to the topic of the week based
only on verbal descriptions to
see how many students could
accurately draw or guess what
I was describing. I was—and
am still—always looking for
new ways to keep my
students engaged.
During all of this I understood
that these were trying times for
everyone on a personal level,
including the students. Many of
them were feeling isolated
from their friends and
families and dealing with
loss and grief because of
COVID-19. Some were
struggling with isolation,
financial stress, food insecurity,
and the list could go on. I spent
a lot of time during this period
reflecting on this and asked
myself, how can I help?
I am just their teacher. What I
learned is that even if I couldn’t
physically help them, there is
something I could do.
SHOW. UP. FOR. THEM.
I could show them
compassion, empathy,
flexibility, kindness, respect,
and thoughtfulness. Our class
was meant to be inclusive,
a safe space for them to
have open dialogue without
judgment and I demonstrated
my willingness to support their
educational journey. I tried to
make this clear from the start
of each course. My students
shared with me that they
respected and appreciated
this. They communicated
more often and reached out
when they were stuck or
needed a little more time to
complete something. And this
ultimately gave them a
greater chance for success
in the course. I also made
sure to regularly monitor
their online presence and
contributions. When something
seemed out of the
ordinary I checked in with
them. There was a genuine
appreciation from students
when they felt cared about
and when they felt that in
the face of adversity, there
was someone still willing to
work with them to help them
achieve their educational
goals. They would often
share with me that they were
grateful because they had
so many teachers who were
willing to go the extra mile
and work with them and help
them during these difficult
times. It made them feel seen
and heard. If nothing else,
going through this during
COVID really showed
our humanity.
Reflecting on the past three years, it occurred
to me that the goal today is slightly different
from what it was in March 2020, when we first
went online. It’s still about providing students
with required knowledge and skill sets, but they
also have online content to draw from.
It’s still about equipping them with the
necessary tools and guidance to be successful,
but today, it’s also about humanizing the
online experience for them. While we might
not always be face-to-face anymore, we can
still teach in a way that integrates the warmth
of human interaction and adding value to their
educational experience. It’s about asking the
questions: What can I do to enhance what
they will get from simply reading, watching,
or doing an activity online? How can I teach
them to remember and later, apply concepts?
How can I make them want to keep coming to
these sessions every week even if they are not
required to?
Three years ago I didn’t know that I would ever
get comfortable teaching online. It has been a
surprise even to me how much joy I’m getting
out of it. Don’t get me wrong, I also love being
in person in the classroom with the students,
and connecting with them, but I do not feel
that I’m lacking that student connection online
either. You have to find a way to make the
space for it. I’m trying.
This isn’t just about me and my
experience. This experience of
learning to teach in an online setting,
or even adjusting how we teach in
person is a shared one that many
of my amazing colleagues have
had to navigate. And it is with their
collaboration and willingness to
share their knowledge and what
they are doing or trying that has
helped me to teach online in a
more effective way. For that I am
grateful. Our journeys might not
be exactly the same, but we have
all worked incredibly hard, and
tirelessly, and selflessly to make this
the most valuable experience for our
students. Ultimately, they are the
reason we do this.
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43

e/TURNING TO
TEACHING IN PERSON
Artistic representation to contextualize my
reformed Teaching and Learning Pedagogy
Priti Parikh
Program Coordinator and Faculty of Community Services and Child Studies
Foundations, School of Community and Health Studies (SCHS)
This original art is a representation to
contextualize the realization and recreation
of my Teaching and Learning Pedagogy postpandemic.
The art form used here is a fusion
of two Folk Arts of India called Madhubani and
Warli Art. This representation is a reminder
for me to stay connected to my Teaching and
Learning Pedagogy which has transformed and
deepened post-pandemic.
I have realized that it is important to
stay connected and rooted in my own
culture first and to celebrate those of
my students. I now realize our fragility,
interdependency, and interconnectedness
as social beings. The isolation and the social
anxiety associated with the experience during
the pandemic has helped me to realize
the importance of connectedness to one’s
self and others. This is explained in my art
where I place myself centrally in a meditation
pose; connecting to elements I relate to
culturally. The coloured circles and the green
vines growing around me represent the various
elements of connectivity to the diverse students
represented in bright and vibrant coloured
circles which surround me.
The green ‘lifeline’ on the base of this art
depicts a better understanding and sensitivity
towards life in general. I continue to emphasize
the following even more: teaching from the
heart, respect for life, and reciprocity and
compassion for all learners.
Further, the three green vines, moving upwards
represent the value of growth and personal
development of self and all learners. This is
not limited to the class content and the need
to encourage students to use all college
resources available, the need to support
learners to succeed, and take time to reach
out to those who need support. The colourful
flowers on the vines are the representation
of the ‘fruits’ of hard work, commitment, and
trust in self and the learners. I realize that
the pandemic has left a long-lasting impact
in unique ways on each person I reconnect
with. Keeping this in perspective as I teach
in person is critical to creating trusting
environments again.
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45

OVERWORK
THE NEW NORM
Syed Abdul Imran
Student, Software Engineering Technology - Artificial Intelligence (AI),
School of Engineering Technology and Applied Science (SETAS)
amount of work and effort we contribute to an
organization. Without having ways to grade or
calculate such dedicated work, we are often left
out with no motivation and little perseverance,
which even demotivates us as we look at
our paychecks.
In my opinion, we should work with the same
dedication shown by our employer to earn
our pay while also having a healthy
work-life balance.
The afflictions of “overwork”
With underlying labor laws and big companies
expecting and encouraging the 996
ideologies (9am to 9pm, six days a week)
from employees, today’s generation reflects
this “norm”. And in my opinion, moving away
has cost jobs for many, be it an immigrant or
domestic labor.
Organizations want their employees to work
more than 40 hrs. per week to fill the gaps in
productivity and success but often ignore labor
laws, overtime pay, rewards and recognition,
employees’ health and benefits. In the article,
“Elon Musk praises Chinese workers for
‘burning the 3am oil’ - here is what that reality
looks like,” Chan (2022) used Musk’s name
to hook the reader by saying he is trying to
appreciate the Chinese labor for pulling high
work hours but moves on and shows us a
glimpse of the ‘overwork culture’. He however
failed to question bonuses, rewards, and
recognitions which would have a fair and
reasonable practice. The writer didn’t try to
pinpoint the flaws and gaps, but instead used
conjunctions to portray the argument.
The further we dwell on high productivity
and exquisite results which are correlated to
extensive hours of dedication and focus, postproduction
results have put the companies in
awe and have in-fact set their expectations
high. Going beyond the lines to meet
expectations and the desire to prove we are
important in a work environment has always
provided healthy competition, but moving
up the ladders in a company’s work position
pyramid has been the major cause of overwork
and donation of extra hours. In the article “Big
Tech dilemma: Overwork culture ‘still needed’,
Xiaoyi and Lanlan (2021) talks about why we
have accepted it as the norm and the social
factors revolving around it. This article portrays
some eye opening incidents that sheds light
on the understanding of the greater factors in
overwork culture.
Furthermore, as big companies focus more on
improving statistics, they often end up ignoring
severe underlying health issues. In the article
“The Research is Clear: Long Hours Backfire
for People and for Companies,” Green (2015)
intensively stands for the health issues and
problems associated with overwork culture
while highlighting the research she led behind
this argument. Also, Green talks about how
overwork was never beneficial or fair to a
judge on a larger scale as it came with invisible
impacts including sleep deprivation, inability to
focus, physical and mental issues, and most
importantly, peace of mind. Yet many of us
still choose to prove our work efficiency or get
replaced eventually.
To conclude, in a post-pandemic world, today’s
generation overlooks overwork culture as
a known underlying factor even though we
are a part of it, why? Because we can hardly
make any change without categorizing the
In this short clip Abdul Syed reminds us
not to take life for granted and to take a
break from our busy schedules to enjoy
life. Working hard is important, but it’s
also important to not overwork yourself.
It’s okay to take some breaks, get
outside, and do whatever allows you to
relax. Take some time to yourself so you
can achieve a healthy work-life balance.
EDITOR’S NOTE BY CENTENNIAL COLLEGE
ALUMNUS
“I Tend to Overwork”
Shannon Attard
Grad. Student,
School of Communications, Media, Arts and Design (SCMAD)
To provide some of my own reflection on
Abdul Syed’s article, I prioritize working hard
for my employers over a healthy work-life
balance. At the first job I got in my field I
worked as an intern. While working this job I
thought it was my chance to prove myself in
the writing field so after working seven hours
in person, unpaid, I would bring my job home
with me and work on content for a few hours
at night because I wanted to get noticed by
my manager. In my second job I didn’t bring
my work home with me, but I definitely took
shorter breaks to show my manager how
determined and hard-working I was to get
work done. I started feeling drained when I
would finish work and would feel tired the next
day. I maintain a healthy work-life balance now
by still being hard-working, but during working
hours. I stopped bringing my work home with
me for late nights and took the breaks I was
supposed to be taking, so that the work I was
doing was most efficient because I wasn’t
overworking myself.
A new concept went viral on TikTok by user
Marisa Joe Mayes called “Bare Minimum
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47

Mondays”. Bare Minimum Mondays consist
of taking it easy on the first day of the week
as most people hate Mondays because it’s
easy to get stressed out with everything that
needs to be completed for the week. But, Bare
Minimum Mondays tries to eliminate feelings
of being overwhelmed or stressed by things
like avoiding multitasking, taking more breaks,
taking it slow for the first two hours, and not
completing everything on your to-do list,
if possible.
People aged 10-19 years old make up 25
per cent of TikTok users, meaning that future
industry professionals are consuming this
content. I just entered the workplace in my field
and I wouldn’t be in the position I am in now if I
followed this trend. It’s similar to a concept we
had before called Quiet Quitting which means
to only complete the bare minimum that’s
required for your job. I believe that people who
put in hard work will see progress and growth
in their field.
Terms similar to Bare Minimum Mondays.
• Quiet Quitting
• Phoning it in
• Soft Quitting
• Work-to-Rule
I also read an article about a four-day work
week and the results made me change my
outlook on my original idea that you have
to overwork for success. Britain tested
a four-day work week in selected
companies. 61 companies that participated in
the trial are keeping the four-day work week
structure moving forward. The four-day work
week consists of employees working for four
days and having three days off instead of the
usual two-day weekend. The outcome of the
trial showed percentages that showed progress
towards “work less, get more” (2023).
The four-day week trial in Britain found that
71 per cent of people felt less burned out,
39 per cent felt less stressed, and 48 per
cent felt more satisfied with their job than
before the four-day week trial. 73 per cent of
people reported an increase in satisfaction
with their lives. Workers were “sleeping
more” and their mental health improved.
The COVID-19 pandemic caused work life
to change from jobs being on hold or having
jobs switch from in-person to remote. My work
switched to remote and I currently still am
working remote because I got accustomed to
the flexibility of working from home, just like
many Centennial faculty and staff continue to
even today. My transportation time took me
around an hour one way, so my usual routine
was I would get home, cook dinner, eat dinner,
and go to sleep. Now I have extra hours in my
day to spend time with family, working freelance,
or doing things around the house.
The four-day week article states, “the pandemic
changed the way the world works, with
people seeking greater flexibility to improve
work-life balance”. Employees don’t need to
overwork for a company to be successful.
Having a flexible and healthy work-life balance
can cause people to work efficiently consistently.
I think the pandemic really opened our eyes
about achieving a healthy work-life balance.
Overall, I’ll never stop working hard and trying
to do more with the company I’m working for,
but I won’t overwork myself in an unhealthy
way because I now know that this isn’t efficient
in the long run.
References and Additional Resources
Bonnell, C. (2023). Four-day Workweek Trial: Shorter Hours, Happier Employees. CP24.
https://www.cp24.com/lifestyle/four-day-workweek-trial-shorter-hours-happieremployees-1.6282769
Carmichael, S. (2015). The Research is Clear: Long Hours Backfire for People and for Companies.
Harvard Business. https://hbr.org/2015/08/the-research-is-clear-long-hours-backfire-for-peopleand-for-companies
Chan, W. (2022). Elon Musk praises Chinese workers for ‘burning the 3am oil’ - here’s what that
really looks like. The Guardian. https://www.theguardian.com/technology/2022/may/12/elonmusk-praises-chinese-workers-for-extreme-work-culture
Lanlan, H. and Xiaoyi, L. (2021). Big Tech dilemma: Overwork culture ‘still needed’. Global Times.
https://www.globaltimes.cn/page/202101/1212018.shtml
Olive, D. (2023). Is a four-day workweek inevitable? It could certainly solve some of the worklife
balance problems facing women. Toronto Star. https://www.thestar.com/business/
opinion/2023/03/08/a-four-day-week-could-solve-some-of-the-work-life-balance-problemsfacing-women.html?li_source=LI&li_medium=thestar_business
Thomas, H. (2023). Opinion: ‘Bare minimum Mondays’ are more than they appear to be. CNN.
https://www.cnn.com/2023/03/02/opinions/bare-minimum-mondays-tiktok-productivity-thomasctrp/index.html
48
49

PHOTOGRAPHS
Catherine Raine
Faculty, School of Advancement
Six images, for
they contain the
contrasts of ice
and sun, freeze and
thaw, white gull and
golden butterfly.
The six original photographs submitted above reflect the experience of re/TURN as
seen through the lens of nature in Scarborough and Algonquin Park. Residing near
Centennial College’s Ashtonbee Campus, I have recently returned to two days of
in-person tutoring per week at the Centre for Academic English while remaining
online for the other two days. The evolution from pandemic remoteness to
increased face-to-face contact is symbolized in the six images, for they contain the
contrasts of ice and sun, freeze and thaw, white gull and golden butterfly.
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52
re/ENGAGE
We did some rethinking about
engagements of students with
our online classes during the
pandemic. What strategies
worked well for the
engagement of students
that you would want to
continue? Thinking now of
the future with the possibility
of some combination of inclass,
online, and/or HyFlex
classes. What does it mean
now in terms of ‘rethinking’
student engagement?
53

FACULTY SUMMIT HIGHLIGHTS
re/ENGAGE
CENTENNIAL’S
(BEHIND-THE-SCENE)
CAPED HEROES
Learning Technology Specialist Team Interview by Zabedia and Sowmya
Rethinking: offering
different options to submit
assignments, giving students
the ability to choose.
HyFlex model: offering
asynchronous/remote option
for those who cannot travel or
need accommodation, or wish to
revisit lectures.
Appreciating and experimenting
with new platforms, reducing stress
for students, assigning roles and
responsibilities to students to build
accountability and leadership.
Moving away from analog
classrooms regardless of how
students connect. Investment in class
tech + related training.
Integrating UDL,
not losing focus on
engagement or getting lost
in tech.!
If you ever needed assistance with
eCentennial, you’ve probably interacted with
this team. For some faculty, they are a lifeline,
often on speed dial. For most others, they
are the institution’s first responders when it
comes to “EdTech”. And why not? They work
their magic, they fix errors, they enhance
course shells, they host webinars, they move
mountains of content effortlessly, all in mere
clicks. Yet, it is impossible to fully understand
the wide range of tasks that this tiny but
mighty geek squad accomplishes every single
day. And their workload only spiraled as we
went into lockdown. They haven’t looked
back since, they have still been taking each
challenge or tech. issue head on, quite willingly.
So what makes them so resilient? What keeps
them going? Do they ever tire? We tried to
capture the remarkable spirit of our Learning
Technologist Specialists (LTS) and share the
human side to this hard working and extremely
fun group of individuals.
We still do our daily team call...it used to be
twice a day during the lockdown, it’s now
one. We check in on each other, we see how
everyone is doing.
So what makes this group tick, we
asked. Their effortless camaraderie is the
first thing that strikes you, it’s how they
choose to make it work, for them and for their
customers. They pride themselves on effective
and ongoing communication, in knowing one
another’s likes and dislikes, strengths and
weaknesses, and backing each other up.
There’s always someone ready to jump in to
pick up the slack, especially when a teammate
is overwhelmed. There is a strong interplay
of personalities, team spirit, the right dose
of humour, empathy, respect, and genuine
passion to help faculty and students achieve
success through their teaching and learning
journeys at Centennial. They always make
it a point to balance the demanding “just in
time” or stressful nature of their job with the
mutual sharing of resources and lessons
learned. They’ve genuinely grown together, as
individuals, and as a functional team.
Surely, everyone remembers March 2020
when life changed, especially for those who
were handed the famed and indispensable
Academic Continuity Toolkit! This team not only
developed and curated the handy digital kit, but
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they also hosted endless virtual training and
consultations. They guided users on using and
integrating conferencing tools (a strong 150+
attendance for one of their first post lockdown
workshops), and offered tireless support to
faculty over the years, so students would not
be left stranded and classes could go on as
before. They continue to offer an impressive
suite of workshops, webinars, and one-on-one
consultations even today, and much to their
record, they never once cancelled a session
unless there was very poor registration!
Making things work remotely, and especially
since our return, hasn’t always been
smooth. At first, some of the online web
conferencing tools didn’t always work
seamlessly. Even now, communication seems
disjointed at times, the resources are all there
yet queries keep trickling in endlessly. On an
average day this team continues to juggle
a huge volume of requests that come in
different forms: “eCentennialhelp” emails,
calls, in-person and online consults and drop
ins, just in time troubleshooting assistance,
development of resources and supports,
updates and information communication,
enrolments including full time and contract
faculty orientations, UDL, and Academic
Integrity learning modules, etc. Not to
mention, special projects such as pilot tests for
software, EdTech integrations with eCentennial
and related testing, the LMS review, and
program quality improvement processes.
They’re just a group of mighty five humans
servicing thousands of users across five
campuses. And they make it look so easy!
We continue to reimagine, to innovate,
and find ways that will alleviate
roadblocks. Our scope of work isn’t always
well understood. But we love to help and
resolve issues, because we’re passionate
about what we do!
How do they manage this often complex, and
sometimes, ambiguous workload?
Many requests that come in lie outside of
their realm, yet callers know who on this
team can get the work done because the
LTS team can deftly navigate behind the
scene hiccups. They would much rather
assist these urgent or stranded callers
than keep them waiting endlessly for other
departments to respond. The team knows quite
closely the ins and outs of in-house versus
external course design and development
processes. They know the time taken for such
creation and related logistics of training faculty
to customize their course shells with required
EdTech tools, accessibility, and UDL features,
etc., for when the semester starts. The reality
is, it takes much longer than a few weeks to get
all of this ironed out.
The impacts of this job are huge as it
directly speaks to the quality and nature
of content and its delivery for end users,
our students. The change and transition in
institutional management has also significantly
Shana Rajeev Shaila Vijaya Jana
impacted the LTS team’s workflow, processes, related supports, navigation, and delivery of crucial
services recently. Lack of planning and communication automatically creates more work at the back
end. Here are some instances where the LMS team ends up going above and beyond:
Complex Queries
• Duplication/merging of course shells
• Assigning faculty banner access
doesn’t mean instant LMS access
• Inheriting Master Shells with older
components without required accounts
(Padlet)
“There is considerable Information
fatigue and information overload
today. Plus, there is an expectation we
will do it all, even if it lies outside of
our realm”.
What the LTS team wants you to know!
They strongly advocate a staged approach: from orientation, to access to LMS, to providing
resources, supports, and training:
• Collaborate and communicate!
- Invite the LTS team to your welcome/kick off meetings, get to know who they are, what they do.
- Top-down decisions can add to “just in time” workload; overnight action is not always
feasible. Include the LTS team in your academic programming.
• Plan ahead!
- The amount of resources and supports required for faculty to flip and deliver a course is HUGE:
do not underestimate this.
- Processes, communications, and training (prior to new term) must be a formal, conscious
scheduling exercise in every school.
• Help bridge the disconnect!
- Needs are now individualized; everyone is at a different level. Map and share department needs,
specific gaps, and supports needed.
- Be proactive where it comes to your course shell or EdTech. needs, not reactive.
In an ideal world, they would love to have more time for their own research, professional
development, and to raise and sustain numbers for workshops and training. They would also love to
bridge the gaps they seem to discover as we balance our re/TURN to the new age classrooms.
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The pandemic and subsequent return to
work has changed how many Librarians
perceive and approach their work.
Librarians, along with Learning
Strategists, Counsellors, and other
crucial support services at the College,
supported student success during this
transitional time, and continue to do so
today. The following is a discussion about
what Librarians’ work looks like in this
current in-person/online/hybrid world.
What worked?
JE: Reaching students virtually.
Pre-pandemic, I only taught courses and met
with students in-person. While that was and
still is valuable and, in many cases preferred,
post-pandemic most of my instruction in
classes and my appointments with students,
are virtual. Given my responsibilities as SCHS
and SoT Librarian take me to four different
campuses, it is the difference between being
able to teach a class, or having to postpone
until I can be at the campus in-person.
SP: Online learning. We are able to
accommodate more students with an online/
hybrid teaching model. As the School of
Advancement Librarian, some of the biggest
classes and programs are within my liaison
area. There is no way I could reach as many
students as I am now without the flexibility of
online classes/work from home. We do not
physically have the space to accommodate!
For comparison, I used to teach about
11 sections of COMM 170/171 per
LIBRARIAN
CONVERSATION
By Eva McDonald, Library Systems and Electronic Resources Librarian, Stephanie Power,
Librarian, School of Advancement, and Jennifer Easter, Librarian, School of Community and
Health Studies and School of Transportation
semester. This semester I am able to host
~90 due to strategic implementation and
virtual options.
JE: Services already in place. So much of what
worked was what was working before. Most of
the resources in our collection (including, but
not limited to, books, journal, and newspaper
articles, videos) are online. Our research help
service, askON, is an online chat research
service, and was already established prepandemic.
During the pandemic, it was
staffed by Library Technicians and was
utilized extensively by students who had
questions ranging from research and citation to
pandemic restrictions.
EM: Self-directed and flexible work schedules
for Librarians are proven to increase
convenience and satisfaction for students and
faculty, increase productivity for Librarians,
and improve services that enhance the
reputation of the Library and emphasize its
indispensability to the college.
JE: Pivoting. Libraries offered a mail delivery
service to students who required print
resources from our collection.
What didn’t?
JE: Drop-in virtual research help received
some use, but not as much as we hoped.
Pre-pandemic, many students dropped
by the Library to receive help with their
research. During the pandemic, we offered a
drop-in virtual research help service, where
students could drop-in and receive one-on-one
help from a Librarian on Teams. While some
students utilized it, unlike in-person, where
students will stop by the Library for help at their
convenience, it appeared that many students
were not interested in dropping in for virtual
research help.
What did we learn? Did we keep it, change
it, reimagine it?
JE: Some Librarians who had not taught
online previously had to learn to teach online!
Fortunately, so many of the tools used in-class
(such as Mentimeter) transferred seamlessly to
the online world. The pandemic has introduced
the opportunity to teach on demand
—whether that be recording a live lecture,
so students can rewatch later, or create an
interactive video presentation on research
that students can watch at a time of
their convenience.
EM: In addition to this increased workload,
a new generation of students have become
accustomed to remote learning and
expect round-the-clock support for their
studies. No longer are research questions
confined to 9am to 5pm working hours, and
services that were formerly offered exclusively
in person, such as one-on-one research
sessions with a Librarian, are now expected
to be available daily, from early morning to
late evening, in order to accommodate early
risers, night owls, working students, students
with young children, and even long-distance
and overseas students working in different
time zones.
SP: I think we learned that both students
and faculty, which includes librarians,
appreciate the flexibility of hybrid work/learning
opportunities. I am always surprised by the
number of students that ask for a recording of
a workshop, but I am very grateful that it’s an
option we are able to provide. We also learned
the value of professional development. As we
shifted to more online instruction and research
help, having the chance to flex our pedagogical
muscles to ensure that students are feeling
connected and engaged was very rewarding.
Where do we go from here, what next!?
EM: Librarians’ focusing on new skills
development. Many of these critical skills
are needed by the Library right now, but few
Librarians possess competence in areas such
as copyright and transactional licensing, data
and analytics, makerspace and emerging
technologies, coding, UX and universal design
for learning, and more.
SP: I would love to develop more robust
information literacy programming.
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Our current teaching model is the “one-shot” session, where we come into the classroom at the
point of need, generally two weeks ahead of a major research project. I have heard from faculty
and students that these sessions are helpful, but when I think about the information landscape and
the critical thinking skills required, not only in college courses but in everyday life, I am convinced
Librarians possess a unique skill set that has the potential to help our students grow into critical users
of information. I am very interested in what options the Library could explore for more in-depth critical
thinking and information literacy instruction, possibly in the form of a series of asynchronous modules
or even a micro-credential. That is on my “wishlist”!
Further Reading:
MATHEMATICAL
DISCOURSE
An open-ended tool to re-engage in learning
Dr. Richard Williamson and Tongyu Zhang
Faculty and student, School of Advancement (SOA)
McDonald, E. (2023). Ontario college libraries: Meeting the challenge of the new normal. Open Shelf.
https://open-shelf.ca/230105-ocula-ontario-college-libraries-meeting-the-challenge-of-the-newnormal/
Library Services and Resources
Ask The Library: Centennial College Libraries have a number of ways to support students’ and faculty
work, in-person, online, and virtually.
eResources: We have hundreds of online databases covering many subject areas.
Page1+ Resource Search: Search our collection for books, articles, videos, and more.
Centennial College Libraries and Learning Centres YouTube channel: Features videos made by
Libraries staff showing how to access our services and use our resources.
With our full return to campus this year, we
consider what it means to come back together
and re-engage—reassemble, reconnect,
rework, reimagine, and rethink our teaching
practices, and our learning experiences as
students. During the height of the pandemic,
the learning environment at Centennial
College changed to suit the needs of the
situation. Classes were moved online through
Zoom or other communication software. In this
context, teachers tried to recreate a learning
environment that is similar to in-person classes
by incorporating as many participatory activities
as possible. Through this process, insight was
gained through the attempts of recreating the
in-person learning environment. These insights
not only benefit the online learning
environment, but they also help teachers
rethink improvements to in-person learning
through an understanding of the need for
student-centred learning. One of the insights
is that the quality of online interaction among
students was lacking in comparison to inperson
due to the often instructor-centred
approach. Through this experience, when
students and teachers return to classes,
professional practice can be re-thought and redesigned
to better fit learning for students.
This paper examines the concepts of
discourse, more specifically mathematical
discourse, in a postsecondary learning
environment with its purpose being
an additional process to improve
learning. Within the scope of this paper,
the word teachers is an umbrella term for
instructors, professors, and other educators.
It is important first to clarify what mathematical
discourse represents. “Participating in
mathematical discourse practices can
be understood in general as talking and
acting in the ways that mathematically
competent people talk and act when talking
about mathematics” (Moschkovich, 2003,
p. 326). Mathematical discourse is not a
novel idea, it has been in scholarly articles
since the early 1990s and it is still relevant
to this day. It has been around for years
and it provides evidence to support the
implementation of mathematical discourse
in the classroom. According to Gresham and
Shannon (2017), the usage of mathematical
discourse was shown to be of help to students
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as well as teachers. When discussing math
concepts, students have the opportunity to
compare their ideas and teachers have the
chance to provide on-the-spot feedback
and check students’ understanding. In fact,
discourse and instant feedback from teachers
contribute to higher student achievement
(Ing et al., 2015, as cited in Stockero et al.,
2020). Furthermore, mathematical discourse
is so important that it has been incorporated
into three of the six Standards of the National
Council of Teachers of Mathematics (NCTM)
released in 1991.
What does this mean for teachers? How can
mathematical discourse be promoted in
current classrooms to re-engage students?
Mathematical discourse can be promoted
through open-ended tasks that are relevant to
the learning material. The educator implements
the task, facilitates the discussion environment,
freeing them to check for understanding and
provide feedback.
At the same time, there is a role for
students. They become responsible to
engage in the discourse to deepen their
own understanding and by doing so, they
re-engage with instructors less as recipients
of instruction and more as collaborators in
learning. Mathematical discourse is not led by
teachers, it’s led by students based on their
own needs (Hufferd-Ackles et al., 2004).
In an online learning platform, teachers
cannot interact with every student to check
for their understanding, resulting in the
advancement in technology to compensate
for this disadvantage. As an example, the
number of websites containing mathematical
problems is increasing. These websites
can generate questions for students to
solve as well as marking and showing the
correct solutions. In online learning, this
task is very much solitary. However when
implemented in an in-person setting where
students are encouraged to work with each
other, the task can be used to promote
discourse among students to support and
share ideas. Returning to campus does not
mean abandoning everything that is not inperson.
The advancements made in technology
can be used in class as an additional method
to support discourse.
In summary, as a way to re-engage
students when returning to campus,
mathematical discourse is a beneficial
tool that furthers student learning. It can
provide opportunities for students to deepen
their understanding, share in collaboration
with peers, and allow teachers to check
students’ understanding and provide timely
feedback. Mathematical discourse re-thinks
learning from a one-directional lecture
by the teacher to an environment that
encourages student participation through
purposeful discussion.
References
Gresham, G., and Shannon, T. (2017). Building mathematics discourse in students. Teaching Children
Mathematics, 23(6), 360–366. https://doi.org/10.5951/teacchilmath.23.6.0360
Hufferd-Ackles, K., Fuson, K. C., and Sherin, M. G. (2004). Describing levels and components of a
math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81–116.
https://doi.org/10.2307/30034933
Moschkovich, J. (2003). What counts as mathematical discourse, 325–332.
https://doi.org/https://eric.ed.gov/?id=ED501034
NCTM. (1991). Professional standards for teaching mathematics. National Council of Teachers of
Mathematics.
Stockero, S. L., Van Zoest, L. R., Freeburn, B., Peterson, B. E., and Leatham, K. R. (2020). Teachers’
responses to instances of student mathematical thinking with varied potential to support student
learning. Mathematics Education Research Journal, 34(1), 165–187.
https://doi.org/10.1007/s13394-020-00334-x
Dr. Richard Williamson
Lead Facilitator and Faculty
Tongyu Zhang
Student
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63

DEDICATED TO
EDUCATING STUDENTS
With openness and inspiration
RE-ENGAGING
POST-PANDEMIC
How collaborating with students elevates the
quality of teaching and inspires lifelong learning
Mio Ha Ng
Student, Electrical Engineering Electrician,
School of Engineering Technology and Applied Science (SETAS)
Michelle Hughes, Faculty, Bachelor of Science, Nursing (BScN)
Caitlin Cosgrove and Esther Bodach, Students, School of Community and Health Studies (SCHS)
Being a student in Centennial College,
I’m always inspired by creativity, diligence
and patience by both classmates and
professors. With motivated and energetic
classmates, they’re very active in raising their
concerns when they question conceptual
problems, and I’m always encouraged by
their enthusiasm. This helps me remain
concentrated in class and more willing
to consult professors when I encounter
difficulties with specific subjects. During labs,
professors and tutors are fully engaged in
teaching us and sharing their knowledge and
experience. The lectures are exceptionally
practical and informative, organizing pertinent
and stimulating material to increase
our understanding.
Professors are extremely passionate and
good tempered while explaining theory; they
simplify concepts with real-life examples and
engineering tools which makes it vivid and
easy to understand. Labs and lectures are
tailored, made for us, and we have learned
industry relevant information. The professor
in my electrical theory course has been the
most enthusiastic and inspiring teacher for
me. In one class, he explained “permeability”
In one class, he explained “permeability” in
terms of ohm’s law for magnetic circuits and
the reason why copper wire is sealed with
polymer with engaging detail. At first, I didn’t
quite understand the primary principles, but
later he showed me that copper wires need to
be coated to allow the current to flow through
the wire or else the circuit would be shorted
with no resistance.
I have learned a lot from these classes, and
they can develop my potential in the most
practical way, preparing me for my career after
college. Centennial College enables me to
approach topics with an open mind, allowing
for significant opportunities. Surrounded by
a heavily academic atmosphere, we are
always re-energized when returning to the
winter semester.
During the pandemic, online classes accounted
for a proportion of lectures. This creates
another platform for learning. On the one hand,
the professor can make a record of teaching,
and on the other, we can prepare and review
the video material when we want. This can
improve our performance with the practice in
class and facilitate learning pace.
The idea of returning to in-person classes felt
like a distant memory while Centennial College
faculty and students spent two years online
attending classes and meetings. During the
pandemic, Centennial had to adapt to new
public health requirements to ensure the safety
of our community. In the nursing program, it
was decided to host theoretical classes online
to support students’ educational needs and
have practical labs in person to ensure the
college could continue to support students and
clinical partners in practice.
From a faculty perspective, re-engaging
with our students in person is one of
the most rewarding experiences postpandemic.
Collaborating with students raises
their voices, provides an opportunity for faculty
to gain insight into their world, advances
nursing pedagogy, and empowers students
to become our future leaders (Tavernier and
Wolfe, 2022).
Learning together with students fosters
an exchange of knowledge and facilitates
collaboration that enhances faculty-student
professional relationships and personal
growth. Promoting a collaborative learning
environment encourages students and faculty
to share diverse perspectives, enriches the
learning experience, and
opens the discussion to
facilitate meaningful change
(Wihlborg and Friberg, 2016).
Re-connecting in person
also enhances opportunities
to collaborate with students
on innovative and research projects, both
nationally and internationally. For example,
Centennial’s Applied Research Abroad
Program (ARAP) supports students and faculty
to work together on projects with international
external partners.
Students bring their own personal
experience and expertise to collaborative
projects. The synergy created between
faculty and students is beneficial for both
parties. Students can gain valuable insight and
skills from faculty that can help to prepare them
for their future careers. Faculty, on the other
hand, will get a glimpse into students’ learning
experiences and stories. The information
shared can enhance educational projects, as
well as faculty teaching methodologies
and strategies.
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Faculty and students in the Collaborative
Nursing Degree Program from the School of
Community and Health Studies were invited
to participate in the European Network
on Virtual Simulation Online (ENVISION)
project. Supported by Centennial’s ARAP,
Professor Michelle Hughes, and nursing
students Caitlin Cosgrove and Esther Bodach
travelled to Tarragona, Spain to participate in
this international opportunity.
The ENVISION project is led by Pascale
Vander Meeren from Artevelde University of
Applied Sciences in Belgium with partners from
Toronto Metropolitan University (including the
Centennial College site), Ljudska Univerza
Velenje in Slovenia, Oulu University of Applied
Sciences in Finland, Universitat Rovira i Virgili
in Spain, Ghent University in Belgium, and
Joubel H5P in Norway.
The team travelled to Universitat Rovira i
Virgili in Tarragona, Spain to collaborate
with the international partners on the final
development stages for the ENVISION
project. Cosgrove and Bodach transferred their
knowledge gained from playing and developing
previous Canadian Virtual Gaming Simulations
(VGS) (e.g., Meal Assistance VGS) to the
ENVISION project, and provided insight from
a student perspective during the development
of the Home Health Care and Pediatric
Emergency virtual gaming simulations.
During their time in Spain, the Centennial
nursing team learned about different European
healthcare systems (Belgium, Finland,
Spain, and Slovenia), highlighting similarities
and differences to Canada’s healthcare
system. The students’ inquisitive nature
helped to uncover where the student role
overlapped within each country’s healthcare
system. For example, Cosgrove and
Bodach presented student feedback for the
decision points within the VGS. The students
also shared their experiences with virtual
simulations in an ENVISION video, which will
be posted on their website.
The hosts from the Universitat Rovira i Virgili
generously provided a tour of their simulation
centres and shared how they incorporate
simulation into their nursing curriculum.
International collaboration is essential in
understanding the variations within the different
countries nursing scope of practice (O’Keefe
et al., 2017). Being part of ARAP provided
an immersive experience for the students
to learn about nursing from an international
perspective, enhance their cultural awareness,
and apply theory to a real-world practice
experience (Wihlborg and Friberg, 2016).
Universitat Rovira i Virgili
Knowledge exchange and collaboration with
international partners can help advance
nursing education and virtual simulation
pedagogy in Canada.
This exciting learning experience provided
the nursing faculty and students with the
opportunity to collaborate on an international
project developing VGS. The Centennial
nursing team gained knowledge about virtual
simulation pedagogy, collaborated with the
interprofessional team, and enhanced their
leadership skills on an international level.
Together, faculty and students can reimagine
inclusive learning experiences to advance
nursing education pedagogy. Metzger et
al. (2020) found creating an inclusive
environment through collaboration with students
created a sense of belonging among the
nursing students, which extended into their
nursing practice. Designing inclusive learning
environments, similar to the ENVISION project
experience, can facilitate students’ active
involvement in creating positive change in nursing
education and prepare students for their future
profession (Metzger et al., 2020). Valuable insight
gained from student experiences can increase
engagement and advance faculty teaching
practices for future students.
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References
Metzger, M., Taggart, J., and Aviles, E. (2020). Fourth-year baccalaureate nursing students’
perceptions of inclusive learning environments. The Journal of Nursing Education, 59(5),
256–262. https://doi.org/10.3928/01484834-20200422-04
O’Keefe, L. C., Frith, K. H., and Barnby, E. (2017). Nurse faculty as international research
collaborators: International collaboration. Nursing and Health Sciences, 19(1), 119–125.
https://doi.org/10.1111/nhs.12312
Tavernier, J.; Wolfe, D. (2022). Student faculty committee: A quality improvement and engagement
strategy in nursing education. Teaching and Learning in Nursing. 17(2), 233–236.
https://doi.org/10.1016/j.teln.2021.11.001
Wihlborg, M., and Friberg, E. (2016). Framework for a virtual nursing faculty and student learning
collaboration between universities in Sweden and the United States: A theoretical paper. Nurse
Education Today, 41, 50–53. https://doi.org/10.1016/j.nedt.2016.03.012
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e/IMAGINE
70
Your classroom may no longer
look or feel the same. How can
we continue to reinvent, create
collaborative and seamless
learning spaces, and consider
flexible learning environments
for all learners with a peek
into hybrid, HyFlex, or blended
delivery options.
71

FACULTY SUMMIT HIGHLIGHTS
DISCOURSE
Early Childhood Education Program,
School of Community and Health Studies
re/IMAGINE
Pauline Camuti-Cull and Marah Gardner Echavez
Faculty, Early Childhood Education (ECE), School of Community and Health Studies (SCHS)
From the panel I heard.. Vulnerability,
Engagement, Equity, Facilitation.
What I learned about myself: human
presence creates memorable
experiences that is long lasting
(sharing is caring).
Breakout Rooms did not work
well. Some students stated other
students took breaks, instead of
engaging in the discussion.
The link provided below offers an example
of the rich discourse that we have
experienced working with the Pedagogist
Network of Ontario and as Postsecondary
Pedagogists. The Pedagogist Network is
a collaborative initiative led by Western
University (Veronica Pacini-Ketchabaw) and
(Randa Khattar), York University (Cristina
Delgado-Vintimilla), the University of Toronto
(Fikile Nxumalo), Toronto Metropolitan
University (Nicole Land), and Capilano
University (Kathleen Kummen). As Early
Childhood Educators and Postsecondary
Pedagogists, we gather bimonthly to think
together about readings that include the
works of Foucault, Winnicott, and Agamden to
“unfold” inquiries that emerge.
our learning spaces. In silent reflection we
wonder what this means. We are made to
speculate if such change is possible without
dismantling and reconstructing the systems and
related foundational principles that define our
learning spaces.
These gatherings are instrumental
in deepening our understanding
and motivate us to disrupt our
conventional ways of building
systems of knowledge and knowing.
Hearing and projecting that
everybody in the classroom has
a voice.
These gatherings are instrumental in
deepening our understanding and motivate us
to disrupt our conventional ways of building
systems of knowledge and knowing. We work
together to create more equitable and human
ways of learning and living together. We hope
that this article will motivate you to read
our contribution to the fourth edition of the
Pedagogist Network of Ontario Magazine that
is dedicated to this collective Re-turn.
The pandemic allowed all of us
to reevaluate our own limits and
recognize that they don’t work
anymore: we must be open to
talking about vulnerability.
Talking of anxiety,
fear, the unknown,
transparency, openness.
In this re/TURN we are inspired to bring to
question: What does it mean to re/TURN?
What are we returning to? How do we
want to re/TURN? We dare to imagine the
pedagogical possibilities post-pandemic that
extend beyond our familiar and comfortable
pre-pandemic practices. Discursively and
materially, we are encouraged to Re-imagine
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Submission Material
73

References
Downes, S., and Römhild, J. (2022). Pandemic fiction as therapeutic play: The New York Times
Magazine’s The Decameron Project (2020). Thesis Eleven, 169(1), 45–61.
https://doi.org/10.1177/07255136211069417
MacNaughton, G. (2009). Doing Foucault in early childhood studies: Applying post structural ideas.
Routledge.
Phelan, A.M., Hansen, D.R. Toward a “thoughtful lightness”: Education in viral times. Prospects 51,
15–27 (2021). https://doi.org/10.1007/s11125-020-09536-4
In this re/TURN…
We are heartened to re-imagine and re-define our learning spaces
Historically fraught with production
Defined by predetermined standards and syllabuses
Too much content
Too little time
Charged with neo-liberal and colonial intentionality
Consumed by the “doing”, “the getting done”, “the outcome”
We are invited to read Foucault, Winnicott, and Agamben
Inspired to bring to question discursively and materially the characteristics that define our
learning spaces
We are compelled to reflect on our relations
Dynamics created and unleashed
Aspiring to create more equitable learning spaces
Re-defining our way of being together
We are encouraged to give rise to politically charged discourse that challenge the status quo
Struggling to find comfort in the tensions that come from disruption
Marah
74
Drawn to create what Foucault and Agamben refer to as “counter spaces” or “zones of distinction”
that bring a “playful and lightness” to discourse (Phelan and Russelbaek, 2021)
Discursively and materially, we bring to question the underlying intentionality of our engagements
Compelled to consider what is known and practiced, what is unknown and what can be imagined
Watching our steps, moving forward, backward, always in a place of learning, evolving with pause
and reflection
Unsettled
Pauline
Submission Material 75

The Audio-Visual (AV) Team
Audio Visual Media Services
The history of hybrid teaching and learning at
Centennial College started a long time before
the COVID-19 pandemic.
In keeping with industry-led innovations that
often drive institutional business decisions,
the years 2010-2011 marked a turning point
for the College. Centennial’s Audio-Visual
Technology not only moved classroom
equipment from analog to digital standard,
but also featured a microphone to the
instructor’s desk and ceiling mounted pan-tiltzoom
(PTZ) cameras for use as a document
camera. Along with this, video conferencing via
Microsoft Skype on the PC was also installed
on the instructor’s desk in all of Centennial’s
standard classrooms. This move resulted in
Centennial’s AV Team receiving 2012 Ontario
College Council of Chief Information Officers
(OCCCIO) awards for AV Transformation
and Media Technology. Clearly, the team
was already paving the way and preparing
for hybrid teaching and learning from a
technology standpoint.
During the pandemic itself, the AV Team quickly
pivoted from on-site support at five Centennial
campuses with over 550 AV installations in
classrooms, labs, meeting rooms, and college
events to provide support and training for
the College community virtually using video
conference products such as Microsoft Teams,
Zoom, Skype, Cisco Webex, and Adobe
Connect. This was a massive shift in response
to the ongoing remote work that allowed
HYBRID TEACHING
AND LEARNING AT
CENTENNIAL
classes and delivery to continue with as little
disruption as possible.
Subsequent to this, February 2021 marked
another milestone. Members of the AV
Team, including Ivan Skyba, Michael Szoke,
Dave Pearce, Leonid Mykolenko, and
Alex Stoupenkov, under the leadership of
Dmitry Nikiforov, Manager of AV Services
and Michael Young, Director of Integrated
Services, started to work on the HyFlex Pilot
Project in collaboration with the Centre for
Faculty Development and Teaching Innovation
(CFDTI) team of the Academic Innovation
and Excellence Unit (AIEU). HyFlex is a
teaching method that blends both in-person
and online learning together. In a HyFlex
structure, students can either attend live
classes in-person or participate in the same
classes online.
The team put a strong emphasis on using
existing HyFlex technology elements in the
Centennial classrooms with adding additional
cameras, microphones, and computer monitors
selected for the project. They also focused on
training and educating the participating faculty
on how to use these devices and products
for hybrid teaching and learning. The team
invested numerous hours designing, installing
HyFlex technology, and modifying AV in 13
classrooms at Progress, Story Arts Centre, and
Ashtonbee campuses. To this end, the team
has curated and maintained the Centennial
College Service Portal, an exhaustive wealth
of information that aims to provide just-in-time
support and resources that cover classroom
technology, video walkthroughs, and IT related
consultations and requests.
The AV Team continued to work and support
the hybrid classroom and lab experiences
based on feedback from the HyFlex Pilot,
which was extended to Phase 2 in the
2022/2023 Academic year. This second
iteration extended to several other schools
and areas (SETAS, SoT, SCMAD, SCHS,
and SHTCA) that expressed interest in
experimenting with HyFlex technology in their
learning environments.
Not everything was perfect during the HyFlex
Pilot Project. There were complaints from
faculty about the complexity of the classroom
technology. Especially about the quality of
audio for classroom Zoom or MS Team video
conferences. For example, one limitation
was that faculty needed to stay at their
podium or wherever their microphone was
installed when speaking to their online student
audience. As a result of these challenges
that faculty experienced, improvements
needed to be made to the technology. The AV
Team researched and responded by testing
and installing a Nureva microphone sound
bar (in classroom D3-05 at Progress
Campus), which proved to be an effective
solution. The much improved audio quality
means up to 1500 sq ft of classroom size not
requiring the installation of separate speakers
or complex wireless microphones. This has
been a game changer and was replicated
in 11 classrooms participating in the HyFlex
Pilot Project Phase 2, along with additional
cameras. These installations, along with
HyFlex technology installation SETAS labs
A3-11 and A3-13 (Progress Campus) were
successfully completed during the Fall 2022
period despite supply chain issues with
required electronic hardware and components.
Currently, the AV Team is busy working on
upgrading CFDTI’s training room (L3-13) to a
HyFlex environment, i.e. Nureva microphone/
sound bar, two confidence monitors for
interacting with online audiences, and a
second PC touchscreen monitor on the
instructors’ podium for use as a whiteboard
and other features. Additionally, SETAS labs at
Morningside Campus (314 and 332) will mirror
HyFlex installations in the two SETAS labs
at Progress.
Dmitry is also working with his team
on the new HyFlex Classroom add-on
standards. Once approved, the new learning
spaces will offer a 130” diagonal projected
image, enhanced audio for in-class and
online audiences, two cameras (one to show
the classroom audience to online students,
the second for showing an instructor in the
classroom), AODA compliant mobile desk
for an instructor with simplified controls, a
large confidence display for projecting online
interaction, wireless connectivity of instructors
computer devices used in the classroom, and
simplified, user friendly, a.k.a “use a remote
like with your home TV”, AV controls.
There’s always something brewing in the
AV department that has been working
tirelessly to support and provide the College
community through these ongoing changes
in the educational landscape. The aim
has always been to deliver exceptional
educational experiences and enhance the
teaching and learning journey for our students,
faculty, and staff in this new and exciting
post-COVID reality.
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78
DIGITAL CROSSROADS
AT CENTENNIAL
Dr. Sowmya Kishore and Shannon Bramwell
Faculty, Centre for Faculty Development and Teaching Innovation (CFDTI)
Flexibility and access have become
indispensable components of how we live,
work, teach, learn, or play today. The pandemic
only threw us more quickly into embracing
and adopting a way of life and accelerated
this process faster than it may have otherwise
happened. The education sector, in particular,
has been reimagined in more ways than
ever. MOOCs, blended learning, online, and
distance offerings have been around since
the early 2000s, but we’re clearly in the thick
of an evolving paradigm shift that reflects
and respects learner-centric approaches
more intentionally.
As Zhou et al. (2020) aptly describe, the “e” of
e-Learning captures so many emerging facets
of education: electronic, efficient, exploratory,
experiential, expanded, extended, easy-touse,
and enhanced learning. The message
behind flexible learning is loud and clear,
and its services and support are firmly
grounded in incorporating both in-person
and online approaches so that students
can choose how, when, and where they
study. Camosun College, B.C., aptly notes
four principles that make this pedagogy truly
holistic: accessible, inclusive, innovative,
and sustainable.
Technology and Pedagogy
Higher education in the “fourth industrial
revolution” has involved objectives that
ensure a certain quality in teaching and
delivery to empower learners to access and
absorb knowledge via exploratory research
and thereby sustain human development
(Lupanda, 2020). The author notes how there
is an increased pressure on postsecondary
institutions in the fourth industrial age to put
innovation, both evolutionary and revolutionary,
high on its agenda. That they must deepen
technology infrastructure by breaking down
barriers, without degrading the educational
experience, on the contrary, they must
augment it.
Sowmya
Shannon
To this end, at Centennial, our approach has
allowed an array of projects and opportunities
in the recent past, from the HyFlex Pilot to
BringIT (bring your own device) initiative and
the transformation of standard classrooms into
active learning spaces. Although all College
initiatives share commonality in striving
towards “empowering technology to empower
people”, each project is uniquely suited to
different learners and teachers:
HyFlex: HyFlex provides the greatest amount
of flexibility and autonomy to the learner
whereby they get to choose how they wish to
interact with each lesson on a weekly basis:
i.e. live in-person, online synchronously,
or online asynchronously at a later
time. HyFlex classrooms have been equipped
with state of the art audio/visual equipment
in an effort to create a seamless video
conferencing experience for those in person
as well as those tuning in remotely. A pilot
that was launched in Fall 2021 has resulted in
more courses and programs embracing this
approach across schools and campuses in the
last two years.
BringIT: As the college strives to model the
future of work for both its employees, as well
as students who are training for the workforce,
the BringIT initiative allows for the affordances
of technology to be brought into the classroom,
as students each bring a device of their
own. This project has adopted a technologyequity
approach within programs; several
being fully immersed in technology, while most
others taking a ‘technology-enhanced’ path,
thus allowing each area to make necessary
upgrades be it curriculum, pedagogical, or
industry related. It also ensures all programs
integrate digital literacy and digital fluency in
a scaffolded approach that maintains human
connectedness, learning, and the needs of our
learners in focus.
Active Learning Classrooms: With increased
technology in our lessons, many classrooms
have also received a classroom transformation
with updated and added hardware to support
classes. These spaces across Progress
and Morningside Campuses have been
transformed with multiple screens and access
points, allowing for the display of various
content simultaneously. The furniture in these
rooms are fully movable, encouraging a more
equitable classroom setting where there is no
front or back of the room and learning is coconstructed
between faculty and learners.
These agile and flexible initiatives present a
very different view of teaching. No longer is the
teacher the sole contributor when planning and
preparing a lesson. Rather, the preparation
of lessons involves a host of parties
with various expertise, coming together
in the shared teaching and learning
space. The inclusion of learning technologists
to help choose technology tools, the use of
instructional designers to help lay out course
content, as well as the assistance of audio/
visual and IT support staff to ensure lessons
are delivered smoothly.
This interdisciplinary approach requires
understanding and respect for each individual’s
role and a collaborative way to design engaged
learning opportunities.
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To begin thinking about how the roles
of instructional design and learning
technology factor into your teaching
practice, consider this checklist
of questions:
Instructional Design
• I have tried to experience my course
as a student: to see if it is intuitive,
clear, and concise.
• I provide multiple means of
engagement: including options
for students to do either or
(i.e. read or watch)?.
• Materials are presented in
manageable chunks and released on a
predictable schedule.
Teaching and Learning
• I provide opportunities (formal and
informal) to communicate and build
community within my online classes.
• I provide opportunities for students
to feel safe and speak freely
(ex. anonymous contributions).
• I focus on the ‘why’ and ground my
teaching strategies in theory.
Educational Technology
• I provide instructions and supports on how
to use EdTech tools (without assuming
students just know).
• I take stock of the number of EdTech tools
in my course, including how many require
students to make an account.
• The tools I incorporate are accessible and
inclusive to all.
These checklist questions provide an
opportunity to pause and reflect on the ‘health’
of faculty’s teaching practices across multiple
modalities. To support continual growth in this
era of teaching and learning, CFDTI is working
to build upon the original Blended Online
Learning and Teaching (BOLT) course and will
offer a renewed version titled BOLT 2.0 in the
Fall of 2023.
The truth is, our diverse student body entering
the classroom today are radically different
from those who have come before, and they
demand a change because of their ability to
gather information faster than any previous
generation. As facilitators, we must be the
agents of change that they need by considering
and adapting to the changing landscape of
education, particularly in the online domain.
ILLUSTRATION
Anu Shergill
Student, Early Childhood Education (ECE), School of Community and Health Studies (SCHS)
References
80
Lupanda, I. (2020, November 12). The impact of the Fourth Industrial Revolution on Higher Learning
Institutions. CTU Training Solutions. Retrieved February 19, 2023, from https://ctutraining.ac.za/
the-impact-of-the-fourth-industrial-revolution-on-higher-learning-institutions/#:~:text=The%20
goal%20of%20higher%20education,societies%20by%20means%20of%20service.
Principles of Flexible Learning. (n.d.). Retrieved February 19, 2023,
from https://camosun.ca/about/centre-excellence-teaching-and-learning/elearning/principlesflexible-learning
Zhou, L., Wu, S., Zhou, M., and Li, F. (2020). ‘School’s out, but class’ on’, the largest online education
in the world today: Taking China’s practical exploration during The COVID-19 epidemic
prevention and control as an example. Best evid chin edu, 4(2), 501-519.
“It's a fun way to portray the re/TURN to campus life by
falling out of a portal! It's a sudden change, but we need
to adapt in order to socialize.”
81

I had the privilege of interviewing Maria,
a graduate from Centennial’s Workplace
Wellness and Health Promotion program
and later the Career Development
Practitioner program at George Brown
College. Maria hopes to secure a full-time
permanent role in higher education. With her
Bachelor of Psychology degree, she would
draw on her previous experience working
as an advisor at a university in Colombia
in transitioning to a permanent role in
Canada. Maria has further developed her
skills and network through a variety of
part-time and contract positions. As an
international student, she credits her field
placements for providing opportunities to learn
about the Canadian workplace and establish
professional connections.
Maria’s experience is not unique. A college
credential is often seen by international
students as the pathway to career opportunities
in Canada. However, Maria contends that the
job market is very competitive, particularly for
newcomers. Despite musings in some circles
that it’s now a seekers market, others argue
that an impending recession signals a more
ambiguous employment landscape. The fact
remains that the job search is daunting for
many of our students. Stuck in a cycle of shortterm,
contract, and precarious employment,
graduates like Maria ultimately hope to secure
employment that offers a livable wage, healthy
working environment, benefits, and
job security.
REIMAGINING
CAREER EDUCATION
Dr. Tracey Lloyd
Director, Career Services and Cooperative Education
Currently, there are approximately 16,000
international students enrolled at Centennial
College, representing about 60 per cent of
the student population. “Immigration and
employment are closely connected”, says
Maria, reminding us of the complexities of
career advising when working with international
students. As we emerge on the other side of a
global pandemic amidst geopolitical disruptions
and economic uncertainty, how do we rethink
our approach to career education?
Would a more intentional and integrated
approach (McMahon and Patton, 2019)
serve to improve employment outcomes for
our students?
Preparing students for the world of work
Career education focuses on equipping
students with the necessary employability and
career development skills. It’s a given that
students need to know what they bring to the
table and how the employment market aligns
with their skillset. They require the necessary
job search tools—a polished resume, interview
skills, and a strong online presence. Given that
most jobs are uncovered through leads
in your personal network, students also
benefit from having established professional
connections. Attesting to the power of
networking, Maria shares how she applied for a
job online with no response. She then reached
out to a former professor who connected her to
an employee at that company. Maria followed
up with the contact who later forwarded her
resume to the hiring manager. Maria was
interviewed and hired. This shows just how
instrumental professors can be in helping
students access employment opportunities.
Employers identify communication,
collaboration, adaptability, and problemsolving
skills, along with an entrepreneurial
mindset, as essential competencies in an everchanging
job market (Social Research and
Demonstration Corporation, 2021). As students
continue to navigate the employment terrain
and build their careers, the ability to leverage
technology, constantly market themselves,
and foresee emerging opportunities presents a
competitive advantage.
Technology is even more prevalent in
our work lives today. Remnants of the
pandemic era including virtual interviews,
online networking events, and remote work
are more commonplace. The ubiquity of
applicant tracking systems, AI features in job
search tools, and social media marketing
trends require more advanced digital
skills. Strengthening these essential career
skills through intentional learning activities
levels the playing field as students will be
better prepared for the job search process and
the world of work.
Embedding career skills throughout the
learning journey
Early engagement in career planning and
job search activities is critical in easing the
transition to meaningful employment.
However, connecting with campus career
services may not be top of mind as students
commence their studies. Students are often
overwhelmed by the transition to college and
as a newcomer, the adjustment to a new city
and culture can be quite challenging, notes
Maria. Some students are balancing school,
work, and family commitments. Participation in
co-curricular activities, however valuable,
are not always feasible. Given that the main
connections for students are likely their
professors, how can faculty intentionally weave
important career skills throughout every course
that is part of the academic program?
In addition to the job search tools, career
skills encompass the competencies that
enable students to thrive in the workplace and
successfully manage their career development
throughout their work lives.
Best practices include:
• Having students conduct virtual and inperson
coffee chats and informational
interviews with alumni and industry
professionals as an assignment.
• Assessing collaboration skills in group
work and highlighting the value of
this activity as an essential career
management competence.
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Career learning activities allow students to
regularly reflect on their unique strengths and
skills, gain a better understanding of industry
trends and employer expectations, and learn
from professionals in the field.
Aligning curriculum with career competencies
and scaffolding career skills throughout
the program would help students develop
the capacity and confidence in working
towards their career goals (Taylor and
Haras, 2020). In cases where there is a
dedicated employment preparation course,
learning objectives can be reinforced in other
courses. As Maria notes, mindset is perhaps
the most important part of the process. In the
job search process, you need to constantly
overcome self-doubt, manage rejection, and
affirm your strengths. Psychological hardiness
(Hirschi, 2012) is therefore an essential career
resource in fostering resilience.
Co-curricular programming presents another
rich opportunity for the integration of career
skills. Promising practices include:
• Sharing employer expectations at
orientation
• Developing employability skills through
advising and co-curricular programs and
services
• Engaging students in some preliminary
career planning and goal setting
• Highlighting on-campus jobs as another
valuable skill development opportunity
Career Services has recently launched the
on-campus employment toolkit to guide
supervisors in articulating transferable skills
in job descriptions, establishing learning
goals, and engaging in meaningful career
conversations with student employees.
In scenarios where faculty and staff need to
address student behaviours, for example those
related to conduct and academic integrity,
applying a career lens is helpful so that
students can assess their actions in relation to
their future career goals.
“To be truly developmental and educative,
it is also critical that the student understand
how [their] behavior affects others and how
engaging in that behavior may affect [their]
future, particularly in the context of career
choice. If the student’s career choice is
unknown, then it is especially important to
help [them] understand that without a specific
career goal, maintaining a positive behavioral
record…is essential to protect [their] future
employment and/or postgraduate opportunities”
(Zdziarski and Wood, 2008).
As influencers of a student’s career
development trajectory, we are all invited to
consider our interactions with students and
connect activities, where possible, to advance
the development of their employability skills.
Aligning institutional culture
We all have an integral role in forwarding
our mission “Educating Students for
Career Success”. Career education
reimagined begins with graduate
employment in mind. Curricular and cocurricular
interventions represent just one
piece of the puzzle. Employers are also key
partners, particularly their critical contributions
to work-integrated learning programs, as we
continue to expand these opportunities for
students. Nonetheless, the integration of career
skills in all facets of the student’s academic
journey will serve to enhance motivation and
encourage persistence. So how can faculty be
supported in facilitating career conversations in
teaching their courses? What learning activities
in and outside of the classroom can help
students develop a deeper understanding of
the workplace and employer expectations?
Improving employment outcomes for our
students entails a shared commitment,
collective effort, and a coordinated approach
across departments and at all levels of the
institution. It also requires a systems thinking
lens and consideration of the contextual
variables that influence career decision-making
and outcomes. On the horizon is the creation
Additional insights from Maria…
• Understand employer expectations, connect
with alumni and industry
• The interview process can seem
intimidating, don’t let the language barrier
stop you
• Find ways to improve conversational skills,
consider joining Toastmasters
• Connect with your own community to help
you feel a sense of belonging
• Job searches are trial and error, use
different strategies to see what works best
• Employment and immigration are tightly
coupled, unrelated jobs often help pay bills
• More work with employers by the College
can help highlight the post graduate work
permit process
of a college-wide Workforce Development and
Employment Strategy which will likely focus
on advocacy and incorporate other tactics,
including how to better engage employers
given the unique strengths and offerings of our
students. Additionally, it will advance the work
with government and also with employers to
overcome bias and better support the hiring
and retention of international students and
those from underrepresented groups. With the
newly formed Industry, Employment and
Community Relations division, partnership
is essential in moving the needle on
graduate employment.
Maria was extremely gracious and excited to
share her story. I was inspired. My hope is
that her experience and the stories from other
students will provide further inspiration and
considerations going forward. You can hear
more from Maria here.
Maria Pugliese
International alumnus
and Project Assistant
with Career Services and
Co-operative Education
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85

References
Hirschi, A. (2012). The Career Resources Model: An Integrative Framework for Career Counsellors.
British Journal of Guidance and Counselling, Vol. 40(4), 369-383.
McMahon, M. and Patton, W. (2019). The Systems Theory Framework of Career Development:
Applying Systems Thinking to Career Development Theory and Practice. In N. Arthur, R. Neault
and M. McMahon (Eds.), Career Theories and Models at Work: Ideas for Practice (pp. 237-247).
Toronto: CERIC.
Social Research and Demonstration Corporation. (2021). Research report to support the launch of
Skills for Success: Structure, evidence, and recommendations: Final Report. Ottawa.
Taylor, S.C. and Haras, C. (2020). Beyond Classroom Borders: Linking Learning and Work Through
Career-Relevant Instruction. Washington, DC: American Council on Education.
Zdziarski, E. and Wood, N. (2008). Forums for Resolution. In J. Lancaster and D. Waryold (Eds.),
Student Conduct Practice: The Complete Guide for Student Affairs Professionals (pp. 97-111).
Virginia: Stylus Publishing, LLC.
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87

e/ALIGN
How can we ensure a consistent
delivery of high-quality courses
across a variety of modalities?
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89

FACULTY SUMMIT HIGHLIGHTS
re/ALIGN
WIMTACH’S RESPONSE
DURING COVID
WIMTACH
Wearable, Interactive, Mobile Technology Access Centres in Health
How to take all the rich content that
has been packed into asynchronous
courses and transition it to face-toface
when return.
Ask students how they
want to contribute and
how they want to learn.
How do we
engage students in
different modalities?
We must support student
success regardless of
the modality.
Looking for ways to
centralize content so all
have access to it.
We need to ensure
that quality between
sections that are offered
in different modalities are
consistent, particularly
when developing courses
and programs.
Over the last few years, COVID-19 has
negatively affected Canadian business
owners and continues to impact Canadian
businesses today. As a result, to address this
challenge, WIMTACH focused on upholding
businesses, and to remain a reliable resource
as a valued Technology Access Centre for
Canadian entrepreneurs. In 2022, WIMTACH
collaborated with industry partners on 44
projects and hired 22 Centennial College
experts to assist with applied research
projects while providing experiential paid
learning opportunities to over 110 Centennial
College students. These partnerships included
collaborations with the Toronto Zoo, the City of
Toronto, Wosler Diagnostics, and The
Reading Partnership.
The WIMTACH research team was able to
meet the demands of small and medium-sized
businesses in the Greater Toronto Area by
securing funding, experts, and resources to
develop custom projects that target pain points
for businesses. One of these collaborations
was with Navco Pharmaceuticals, in
which a team of WIMTACH researchers
developed a custom hand sanitizer for
commercialization. Navco Pharmaceuticals
partnered with WIMTACH in 2022 to expand
its product line to include an alcohol-free
hand sanitizing cream. The WIMTACH
research team developed a model product
with a success rate of 99.99 per cent efficacy
at repelling microorganisms
for continued use of fourhours.
After final testing and
quality assurance, Navco
Pharmaceuticals is looking
to put this product on the
market. Marek Jasinski, the Chief
Technology Officer at Navco
Pharmaceuticals explained that
the collaboration with WIMTACH
was beneficial and expressed
an interest in partnering with
WIMTACH on another applied
research project. “It was just an
amazing experience as the first
laboratory collaboration [for Navco
Pharmaceuticals] with another
partner in this industry,” Jasinski
said.
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91

Student Researchers, Islam Albadawi and
Tarandeep Bansal, had the opportunity to get
a unique training experience while working
on the project. “It’s not just a project, it’s with
an industry partner so we are making a real
difference,” said Islam. “It’s such an interesting
and enriching experience for a student to
have. It gives you the hands-on experience of
how research is done.” Tarandeep was equally
pleased with his internship experience. “It was
very good in terms of exposing us, exposing
an international student to how research goes
on in Canada and how you have to collaborate
(being in an educational or a research and
institutional background), and manage things
with an industry partner,” he said. “Overall, it
was a test on every skill that we learned during
our study curriculum.” Professor Nurul Hassan,
a co-Principal Investigator on the project, with
Principal Investigator Professor Siyam Subair,
mentioned how valuable this project was for
him. “I learned from the process and the whole
experience, [things like] time management
and how to effectively use chemicals in a
laboratory. These were all new learning
experiences for me as well,” said
Professor Hassan.
Xello Inc. engaged WIMTACH in another
successful project collaboration on an
applied research project centered on
upgrading a framework for their existing web
applications. For the Xello team, WIMTACH
was a valuable resource to find experts and
skilled developers needed to undertake
a project that the company was unable to
shoulder. Ben Pierce, the Vice President
of Xello Inc., was very pleased with the
collaboration and noted that the partnership
was instrumental in removing some of the
major roadblocks of project development,
including finding and managing a team of
skilled professionals who can deliver great
work on deadline. “Normally, this is something
we would have to do on the Xello side but
[WIMTACH] knows these students, knows
where they perform well, and [they are] able
to match the skills we need on the team
to the project and handle quite a bit of the
organizational work that would normally
have to be done within the company,” Pierce
said. Students were able to share insightful
ideas to improve upon project development
decisions. “We probably had three or four
really great ideas come in just from the student
side…things we would never have thought of
internally,” he said.
As a result of the continued partnership
with WIMTACH, Xello Inc., hired several
WIMTACH Student Researchers as fulltime
developers after their graduation
in December 2021. Gagandeep Singh
was one student who benefited from this
collaboration. Singh assisted the WIMTACH
research team in the development of a project,
and through that experience, was able to
secure a Front-End Development role with
Xello Inc. “[At WIMTACH] everyone was just
so helpful. My manager, the one who hired me,
would be open to help me on every topic and
angle. Moreover, because many of us were
students, it was effortless to seek help, as
everyone needed it as much as I did,” Singh
said. “[The WIMTACH internship was] the most
engaging and interesting work experience…
WIMTACH is as real as it gets in simulating
real work experience on campus.”
Moreover, in mid-2021, Dicentra, a Torontobased
Contract Research Organization,
collaborated with WIMTACH to develop a
platform-independent, user-friendly, Artificial
Intelligence (AI) enabled web application to
collect and manage participant information
and identify appropriate participants
from their database for specific clinical
trials. The application uses a point system
that enables administrators to easily manage
clinical trial participants to reduce recruitment
costs. Peter Wojewnik, Dicentra’s project lead
and Vice President of Growth, Marketing, and
Sales, was satisfied with the collaboration.
“WIMTACH has been outstanding so far and
I am so happy I found them. They have been
extremely helpful and accommodating and
they made the whole process very easy and
exciting,” Wojewnik said.
Continuing to assist businesses to stay ahead
of industry innovation and technological
development, the WIMTACH research team
is currently assisting several businesses with
innovative applied research projects. Some of
these collaborations include Legacy Financial
Canada Inc., a Toronto-based financial
planning and services firm, with the
development of an Artificial Intelligence
system to manage workflow and enable
communication between clients and
advisors. WIMTACH is also working with
Interaxon, a Toronto-based company, on Muse,
a responsive sleep experience designed to
monitor and improve sleep hygiene. Muse is
also a multi-sensor meditation device that
provides real-time feedback on brain activity,
heart rate, breathing, and body movements
to help build a consistent meditation
practice. With the Fabric-Based Research,
Innovation and Technology Development
(FIBRE) program, WIMTACH aims to help
Interaxon by increasing the lifetime of the
Muse headbands, providing a solution to the
low durability challenges posed by the current
Muse headbands. Amal Surendran, a Student
Researcher involved in the development
of the FIBRE project, is another student
who has noted benefits from his internship
at WIMTACH. “After joining WIMTACH,
I understood why meeting deadlines, being part
of the team, and being someone people can
rely on when needed is so crucial,” Surendran
said. WIMTACH’s student engagement
initiative and teaching model continues to
prepare Centennial College students for
employment as it remains a leader among
other Technology Access Centres in providing
paid student development opportunities.
In 2022, WIMTACH collaborated
with industry partners on
44 projects and hired 22
Centennial College experts to
assist with applied research
projects while providing
experiential paid learning
opportunities to over 110
Centennial College students.
92
93

THE re/TURN
Click anywhere
inside the phone
screen to play
the video.
Melissa-Anne Bartrem
Faculty, Performing Arts Fundamentals and Theatre Arts and Performance,
School of Communications, Media, Arts and Design (SCMAD)
On the spot, in elevation, changing directions, across the floor.
Displaying axes, adding shape, showing texture.
As a group, with a partner, connected.
Fast, slow, synchronized.
Freedom.
TURNS.
The pandemic has changed how dancers
train, rehearse, and perform and how dance
audiences’ experience dance. Many of
these changes have been positive, including
increased interest and visibility of dance in
virtual contexts and more accessible online
training opportunities for various abilities and
interests. There was however, one aspect of
dance during lockdown that was a consistent
challenge and source of frustration for dance
students and professionals alike: SPACE!
The lack of adequate space with safe and
effective flooring and equipment was a
challenge for skill acquisition and maintenance,
particularly with turning movements.
This video is a collaboration between Instructor
Melissa Bartrem and Centennial College
Performing Arts Fundamentals (PAFS)
students who composed turn sequences after a
discussion about their feelings of their re/TURN
to in-person dance training, rehearsals, and the
freedom to turn again.
94
95

96
The COVID-19 pandemic forced the college
to quickly adapt to virtual learning, while also
providing a platform to creatively address
accessibility in the postsecondary
environment. This institution has a long track
record of supporting the academic needs and
accommodations of students with disabilities and
should be proud of this legacy. Prior to the
pandemic, most courses were delivered in
person, where faculty and CALCS worked
collaboratively to support the accommodations of
students with disability-related needs. That being
said, there was an opportunity for growth and
WE HAVE THE
TECHNOLOGY
Observing the impact of digital
accessibility post-pandemic
Lyle Williams
Adaptive Technology Specialist,
Centre for Accessible Learning and Councelling Services (CALCS)
improvement. The pandemic provided
an opportunity for us to reconsider how
Centennial delivers education, services, and
accommodations while providing a more
inclusive and accessible environment for our
students. Through this experience, we have
come to learn that many of the adjustments
we made must persist as we progress into
future academic years.
With an influx of classes switching to an
online mode of delivery, we quickly began
to examine which virtual delivery solutions
worked best from a faculty, student, and
institutional perspective. We wanted to
ensure that virtual delivery platforms were
robust, easy to use, integrated, and
accessible. For instance, areas of
the college reviewed how Adobe
Connect had many features
that supported good teaching
and learning but lacked
accessibility components.
Bongo/Virtual Classroom
was integrated into
Brightspace (eCentennial)
but lacked many of the
virtual conferencing
features that existed on
other platforms.
Microsoft Teams
matured during
the pandemic and
had much of what
was desired in a good
virtual conferencing
platform. Likewise, its
counterpart Zoom began to excel, continuing to
add several features and gained the capacity to
be integrated into Brightspace.
Impact on students
Students with and without disabilities found
virtual/remote education to be more accessible
with improved access to digital content,
recorded lectures, recorded demonstrations,
etc. Recorded lectures have provided many
students with the ability to review course
content at a different pace to support their
study/learning style. Students have commented
on how personal the instruction feels with them
being able to see the faculty’s screen, face,
and content more clearly. Students expressed
a sense of anonymity and did not feel singled
out as a student requiring accommodations.
Captions transformed the learning experience
for many students. Students who are deaf,
deafened, or hard-of-hearing now have access
to real-time captions and transcripts through
the virtual conference platform. Captions also
supported students who benefit from livecaptioning
or transcripts for clarity and
understanding, such as English-language
learners, students with attention/focus
challenges, etc. Students with hearing devices,
such as implants, or hearing aids
were now able to directly connect
their computers for improved sound
quality. Most importantly, students
were able to use their assistive
technology for lectures, labs,
and studying.
Students identified other benefits
of virtual delivery relating to
the cost-effectiveness of not
having to commute or pay for
parking. Students with medical
conditions or those who are
immunocompromised,
also benefited from virtual
delivery by not having to expose
themselves to the potential risk of
in-person instruction.
Virtual delivery was not a perfect
solution as students cited drawbacks and
challenges, including not having access
to reliable internet, a computer (device),
to concentrate during lectures or while
studying, or being challenged with general
technical issues connecting to synchronous
lectures. Additionally, students reported
difficulties focusing for extended periods of
time in front of a computer screen, feeling
disconnected from the student experience,
not having direct in-person access to their
faculty or other students, challenges with
self-discipline, managing time, clarification,
and other commitments. Some students felt
disconnected from the student experience
since they were not on campus or able
to socialize. Students also expressed an
inconsistency with video-conferencing solutions
and confusion or misunderstanding of how to
use these technologies. These inconsistencies
utilizing virtual proctoring solutions
highlighted the inaccessibility of these
platforms in their goal of supporting student
accommodations. Students found they
were not always able to use their assistive
technology on some of these inaccessible
conferencing platforms.
97

CALCS staff surveyed Disability Technologists
throughout North America and beyond and
authored a discussion paper examining
the impact of virtual support during the
pandemic. This paper helped gauge how
effective (or not) virtual/remote support has
been for students. Some of what we learned
from these professionals may be relatable to
virtual/hybrid/HyFlex teaching and learning
in general:
• A majority of students reported having
access to high-speed internet and a
computer/device (with few devices being
shared with others in the home).
• Greater than 80 per cent of respondents
identified that virtual support has been
positive for their students and the institution.
• Greater than 92 per cent of respondents
support continuing virtual/remote disability
support with 74 per cent indicating it is a
better experience for students.
• 67 per cent of respondents indicate they
have fewer no-shows/missed appointments.
What can you do?
As a faculty member, you can have a tremendous impact on the accessibility of your
courses. The three principles of UDL are a great starting point and work towards an
inclusive classroom. Beyond UDL you want to consider accessibility for your learners with
disabilities. This is when you want to examine how to remove barriers in your courses that impact
reading, comprehension, and navigation. Here are three tips to increase the accessibility of
our courses:
1. Increase your document and content accessibility using the Accessibility Checker in Microsoft.
2. Provide captions and transcripts for any virtual, video, or audio content.
• Enable captions in Zoom conferences
• Caption recorded content with MediaSite, Microsoft Stream, or YouTube
3. Record classes to support content review or connectivity issues.
• Record with Zoom
• Record with Microsoft Teams
Interested in more?
Read more about the discussion paper referenced above which examines the impact virtual assistive
technology had on students throughout the pandemic.
Where you AT? Discussion Paper
• 83 per cent of respondents have been
better able to provide support across
campuses reducing the need to travel to
multiple locations.
• Greater than 69 per cent of respondents
have seen an improvement in their teaching
through screen-sharing technology.
• Greater than 70 per cent of respondents
identified that virtual/remote AT support has
eliminated potential barriers (physical) which
may exist on-campus/in-office.
The pandemic was a turning
point altering the ways in which
institutions were able to support
teaching and learning, service
delivery, and accommodating
learning environments for students
with disabilities. We recognize that
there are significant challenges that
exist with virtual delivery, however,
these challenges are balanced
by an equal number of reported
advantages, particularly from a
digital accessibility perspective.
We hope that by simply engaging
with this article, you may begin
to identify some of the benefits of
virtual delivery as they appear in your
provision of education and services.
98
99

STUDENT PERCEPTIONS
OF EMPOWERMENT
At a postsecondary level in online
and blended learning environments
Beverly Bannon
Faculty, The Business School
Prior research demonstrates that there is a distinct connection
between centring a student’s learning needs and promoting
student empowerment in the classroom, with a student’s
success in their courses (Guo and Hoben, 2020). A large
shift in early 2020, as a result of the pandemic, resulted
in the majority of classes at postsecondary institutions
moving to online platforms. Prior research largely explored
empowerment at primary and secondary levels, and at
in-person environments. This project seeked to explore
what are postsecondary student’s perceptions of
empowerment who are participating in online or blended
learning environments?
Objective
The purpose of this
study was to explore
postsecondary students
perceptions of empowerment
in online or blended learning
environments.
Methodology
Participants who were
approached in this study
were enrolled in their first
cohort and in a
Business Program.
Results
Through a combination of quantitative and qualitative data collection, most participants indicated
that they felt empowerment was centred in their education and in the course. Most students agreed
that the instructor was equipped to facilitate empowerment, and that the evaluations supported their
long-term goals. The results from qualitative data collection methods provided more insight to what
motivated students and what supported empowerment. Students identified that a blended learning
environment was more conducive to their perceptions of empowerment. Additional factors that
impacted their perceptions of empowerment included: environment, development of relationships,
access to technology, and resource.
The majority of students
(N=32) indicated that
they agreed they felt
control and autonomy
in completing tasks
and assignments
as well as attending
and participating in
the course.
Perception of control and autonomy in completing
tasks and assignments
Analysis
When reflecting on their perceptions of empowerment in
postsecondary education, participants consistently reflected
on consistent themes they attributed to a higher perception of
empowerment. These themes included:
• Online environments vs. a blended learning
environment (hybrid)
• International student experience
• Educational environment
• Access to technology and resources
• Ability to develop relationships with peers
• Professor’s ability to meet learner’s needs and foster a
supportive environment
• Flexibility in course requirements
Participants were
invited to participate
through surveys and
interviews. Interviews were
conducted by the Research
Assistants, with the goal
to alleviate traditional
power dynamics between
students and professors.
Listen to the
podcast
Click on the
microphone to play
the podcast.
Student’s perception of empowerment
centred in education
The majority of students
(N=32) indicated
that they strongly agreed
they felt empowered in
their courses.
Participants shifted their
response to “agree” when
reflecting on their sense
of empowerment at the
college level. A minority of
students felt neutral on the
topic or felt there was room
for improvement.
Podcast Transcript
100
101

Conclusions
Participants reflected a learning environment that supported their ability to develop relationships
promoted a sense of empowerment. This found that blended learning environments that
balanced online learning and in-person learning supported this over exclusively online
learning. Participants reflected that their perception of empowerment was impacted by access to
technology, financial barriers, and hidden curriculums.
Participants reflected that their sense of empowerment was impacted by the level of support provided
by the instructor. They found that instructors who were able to connect with students, provided
hands-on support, flexibility in the course, used a variety of teaching methods, and supported
student’s ability to make decisions independently led to a higher perception of empowerment.
Credits
86 per cent of students (N=32)
agreed that the course evaluations
supported them in achieving their long
term goals.
Student perceptions of motivation
in attending and participating in
their course
The majority of students (N=32) indicated that they agreed that
instructors were equipped to facilitate empowerment in the
course. At least 10 per cent of respondants indicated that there was
potential for development in this area.
The
majority
of students
indicated that they felt
motivated to attend and
participate in class, and
to complete tasks and
assignments versus
exclusively online
Student perceptions of motivation
towards completing tasks
and assignments
Contributors:
Twinkle Garg (RA)
Maria Vergel (RA)
Affiliates:
This project was funded by the Scholarship of Teaching and Learning and The Business School.
Related Resources
Brown, M., and Kiriakidis, P. (2007). Student Empowerment In An Online Program. College Teaching
Methods and Styles Journal, 47-54.
https://www.clutejournals.com/index.php/CTMS/article/view/5586/5669
Frymier, A. B., Shulman, G. M., and Marian, H. (1996). The Development of a Learner Empowerment
Measure. Communication Education, 183-199.
Guo, F., and Hoben, J. L. (2020). The Impact of Student Empowerment and Engagement on Teaching
in Higher Education: A Comparative Investigation of Canadian and Chinese Postsecondary
Settings. In Mukadam, and A. A., Student Empowerment in Higher Education. Reflecting on
Teaching Practice and Learner Engagement (pp. 153-165). Logos Verlag Berlin GmbH.
Guzelderli, A. (2019). A Survey Study On Student’s Sense of Empowerment In An English Prepatory
Program At A State University. Middle East Technical University.
102
103

THE ROLE OF
ASSESSMENT
In culinary labs and classrooms
Samuel Glass
Faculty Chef, School of Hospitality, Tourism, and Culinary Arts (SHTCA)
With the return
of on-campus
experiential
learning, we as
educators are once
again challenged
by the question
of what constitutes
assessment of practical
skills. During pandemic
times, I would argue
that to subjectively assess
practical skills through online
learning platforms was next to
impossible. Prior to the pandemic,
Ryll (2017) concluded that a required
practical internship, weekly work hours
under the supervision of an executive
chef, and a six-week externship are the most
recommended procedures to judge and critique the
quality of the food products prepared by online culinary
arts students. Objective assessment for those courses could
be done through tests and measurement. We need to reflect
on how we’ve assessed learning in the past, as well as the need to
adapt to the changing times.
What are the reasons for assessment in a culinary program?
Some include:
• Evaluation of essential skills and knowledge,
• Measuring improvements,
• Identifying student challenges,
• Reflectively evaluating teaching methods and course effectiveness,
• Chef instructors must require students to show what they can do and
assess the quality of their performances (del Villar, 2019).
At a recent faculty meeting, one of the
questions posed was “what constitutes 100
per cent in a practical setting?” Is perfection
possible in a practical application where the
assessment is subjective? That question has
caused myself and others to reflect on what
constitutes assessment for practical skills
and what methods can be used. I believe that
there are two categories of assessment related
to practical labs and classrooms: objective
and subjective.
Objective assessment, as related to practical
applications and evaluations, is either black
or white. There is no grey zone. Each task/
question has a single correct answer or
objective that needs to be met. For example,
if a student is required to cut a piece of
white turnip into a one-inch cube, it can be
measured. If that cube is 1”x1”x1”, then a
perfect grade is warranted. If the cube is
either larger or smaller, then it is not perfect
and does not meet the standard/grade, and
the grade for the imperfect one would reflect
that. Another example would be if a student
is required to cook a roast to an internal
temperature of 125˚F and ends up cooking it to
140˚F. The evaluator has an objective outcome
that has not been met and the student would
be graded accordingly.
Subjective assessment is based on the opinion
of the evaluator and often based on rubrics
and criteria being met. But what makes that
evaluator’s opinion valid? Is the evaluator
a subject matter expert or not? Is there a
difference between a faculty member new
to teaching and one with multiple years of
experience when it comes to an understanding
of assessment types and evaluation?
According to Eisner (1990), “the ability to make
fine-grained discrimination among complex and
subtle qualities is an instance of what I have
called connoisseurship. Connoisseurship is the
art of appreciation” (p. 63). Eisner continues:
“In its customary mode, connoisseurship
is concerned with matters of quality, in the
sense of value. Connoisseurs of wine [and
food], of art, of carpentry are typically those
who can discern the value of what they attend
to. They can often [and should be able to]
provide reasons for their judgment” (p. 69).
104
105

References
del Villar, Juan Rodrigo. Culinary Skills: Assessment of Student’s Learning Outcomes (October 3,
2019). SSRN.
https://ssrn.com/abstract=3463582 or http://dx.doi.org/10.2139/ssrn.3463582
Eisner, E. (1990). The enlightened eye. New York: Macmillan
Ryll, Stefan (2017). Delivering and Evaluating On-Line Learning Degree Programs in Culinary Arts/
Management: A survey of Educators and Practitioners.
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://academicarchive.snhu.edu/server/
api/core/bitstreams/e0d6aa28-397b-40cc-9f75-2cff9fa335a6/content
If three faculty members were to subjectively
evaluate an item, for example a plate of food
prepared by a culinary student, how close
would their grades be? Do they all see the
plate in the same manner? Probably not, but in
most instances, based on personal experience,
the grade spectrum between faculty is
very narrow. However, if there is a huge
discrepancy between the grades assigned by
the evaluators, who is right and who is wrong?
That is the challenge of subjective assessment
as related to practical labs and classrooms.
How is that challenge met? How do subjective
assessments become consistent across the
curriculum and between faculty? One solution,
as it relates to the onboarding of new
faculty, is to have the new faculty member
shadow a long-term faculty member to better
understand assessment and the rubrics in
place. Another option is collegial peer review,
one in which both the new and longstanding
faculty members evaluate a practical class
independent of each other and then discuss
their findings. Collegial discourse would be
rich and beneficial to all involved. This is also
an example of reflective practice, albeit in a
simple manner. As educators, we are lifelong
learners, and no matter our level of experience,
we do learn from each other.
Has the nature and delivery of community
college education pivoted with the onset of
COVID-19? Very much so. As an educational
institution, have we at Centennial College met
the challenge? If we continue to provide our
students with the requisite skills, knowledge,
and behaviors to meet industry standards and
learning outcomes, the answer is yes.
106
107

e/WORK
108
Ways we can remix, reuse,
and recycle existing
instructional strategies and
assessments so they work
for our students, our courses,
and ourselves. Ways we,
as faculty, can share this
knowledge and experience
with colleagues across the
college in a meaningful yet
efficient way.
109

FACULTY SUMMIT HIGHLIGHTS
re/WORK
HOW DO WE re/TURN
TO CAMPUS
With a trauma-informed lens?
Dr. Delon Omrow
Global Citizenship and Equity Learning Advisor
110
We need to make more humanistic
connections: showing vulnerability
and sharing with students will
build closeness.
Engagement and participation
didn’t go quite so well; not knowing
if student present or able to gauge
whether or not students understand
what is being taught.
We wish we had more time for
building connections with students
personally and professionally.
Communicating with students
through multiple channels
(engagement strategies,
accessibility, eCentennial course
shell functionality, and Kahoot).
Online strategies that worked:
icebreakers, presence (e.g.
face-to-face presentations).
The return to campus was inevitable, albeit
cautionary for those educators and learners
who witnessed the toll that the COVID-19
pandemic exacted upon us. For some, the
pandemic derailed lives and aspirations
—best laid plans went astray and dreams
were deferred. There was, however, another
long-standing pandemic: the wicked problem
of racism. For almost two years, students
“zoomed” into their classes while racial justice
waned during the COVID-19 pandemic with
the death of George Floyd; an Indigenous
community in Kamloops, British Columbia
unearthing the remains of 215 children
on the grounds of a former residential
school; and Asian communities witnessing
anti-Asian racism and xenophobia as the
rest of the world tried to lay blame for the
spread of the COVID-19 virus. As educators,
we need to re-engage with each other
on campus; reassembling, reconnecting,
reworking, reimagining, and rethinking our
pedagogies. In what follows, I unpack the
potential of a new, and innovative, iteration
of Universal Design for Learning designed by
Andratesha Fitzgerald (2020): A+UDL. This new
approach synthesizes anti-racism (A) with
Universal Design for Learning (UDL), adapting
multiple means of representation, engagement,
and action and expression to “safety checks”
as a way to ensure we uphold trauma-informed
approaches to education.
Trauma-informed approaches to teaching entail
developing an understanding of strategies to
best respond to and support those affected
by interpersonal violence and structural
violence (Portell, 2019). How can we possibly
expect students to return nonchalantly to
in-person, synchronous classes without
exercising agility and adaptability in course
design and delivery—especially surrounding
the various shades of racism on campus?
This is where an anti-oppressive lens must be
invoked, acknowledging our social location,
power, and privilege as educators, and the
role we play in creating psychologically
safe and inclusive environments. This, I
fervently believe, can be achieved by using
A+UDL in the classroom. Some faculty are
apprehensive about learning more about UDL
and its putative connections to anti-racism,
fearing that such interconnections are difficult
to navigate. However, as two disparate
pedagogical frameworks designed to address
student differences, both UDL and anti-racism
consider ways in which traditional pedagogies
result in barriers to learning for Black,
Indigenous, and racialized students (Kieran
and Anderson, 2019).
The Centre for Applied Special Technology
(CAST) has laid the framework for
supporting learner variability, inspiring
educators to adopt culturally responsive
teaching strategies. I, for one, have always
believed that content that is not engaging
is not accessible. Thus, when we re/TURN
to campus, it must be with the intention
of curating resources and content which
speaks to our students’ values, lifestyles,
approaches, and world views. This will, first
of all, recruit student interest and honour
their lived experiences. Consider how the
111

simple act of recruiting the interest of Black, Indigenous, and racialized students converges antiracism
and UDL, honouring these identities and creating healthy relationships and a strengthened
school culture. Education does not take place in a political, social, and cultural vacuum; in fact,
C. Wright Mills (1959) promoted what he referred to as the sociological imagination—that is, an ability
to connect personal challenges to larger social issues, and take learning beyond the classroom walls.
A+UDL can bring context to our students, explaining the uptick in racism across the world during
the pandemic, and the traumatic and adverse experiences they face everyday. A+UDL stresses the
creation of supportive classrooms, drawing upon social-emotional learning opportunities, and various
“safety checks”.
Yet another “safety check” highlighted
by Fritzgerald is the notion of behavioral
expectations. Diverse behaviors can be
perceived as deviant, abnormal, or bad when
viewed only through the lens of those in
power, creating additional barriers for Black,
Indigenous, and racialized students
(Apple, 2004). Even in the wake of the
pandemic of racism, postsecondary institutions
upheld racism by succumbing to these
behavioral expectations and failing to act on
creating and sustaining equitable and inclusive
education environments. In fact, in 2021, Chief
Commissioner of the Ontario Human Rights
Commission, Ena Chadha, issued a letter to all
Ontario colleges and universities concerning
reports that Black, Indigenous, and racialized
students were experiencing significant
discrimination, xenophobia, and targeting on
campuses and in academic environments
across the province. Students lamented the
manner in which school administrators and
institutional mechanisms handled formal and
informal complaints, erecting barriers to their
full participation on campuses, and perpetrating
trauma and harm (Kaczorowski et al.,
2022). Here, again, A+UDL could have been
utilized to foster a greater sense of community
on campus and in our teaching and learning
interactions. Granted, Centennial College has
made strides in this area through the creation
of the Indigenous Strategic Framework and the
Anti-Black Racism Task Force, but much more
work can be done by adopting A+UDL and
asking questions such as:
• Is there a real connection to the
community?
• Are Black, Indigenous, and racialized
students welcome at our school or school
system?
• Has there been an effort to gain insights
from Black, Indigenous, and racialized
people to design your curricula, systems,
supports, or resources?
112
These “safety checks” allow educators to
design pedagogies and dialogues that dig into
student funds of knowledge about the things
that matter the most to them, honouring what
students want to talk about, and how they want
to talk about it (Bass and Lawrence-Riddell,
2020). Through the synthesis of anti-racism
and multiple means of engagement and action
and expression, what is valued at home can be
valued at school. One of the “safety checks” is
“actively recognize racist barriers and do the
work to tear them down” (Fritzgerald, 2020,
p. 33). Whatever school an educator works
within at our college, why not make a
concerted effort to highlight Black, Indigenous,
and racialized experts in the subject material?
This is one of the pressing barriers to antiracism
practice at our school. In the wake
of the Black Lives Matters movement and
the increased rates of anti-Asian racism in
Canada, community members, activists,
and allies such as the Action Chinese
Canadians Together (ACCT) Foundation and
ACT2endracism sought partnerships with
industry and postsecondary institutions in
order to maintain the fervor of anti-racism and
racial justice. Irrespective of the discipline
or school, students are engaged by content
that is relevant and valuable to their interests
(Hollingshead et al., 2022). As educators, we
must strive to recruit interest to highlight the
utility and relevance of our content, drawing
concrete connections to anti-racism in various
sectors. A+UDL could be leveraged as a tool to
reach this “safety check” and recruit students’
interests by optimizing the relevance, value,
and authenticity of learning (CAST, 2018).
Such questions should be at the forefront when we imagine a return to campus after everything our
students have endured over the last two years. With coiled-spring alertness, we educators must pave
the way for an equitable and empowered learning environment, becoming advocates for our students
and their lived experiences. The learning outcomes, or how they are arrived at and measured, should
entail a transformative experience for students, encouraging collaborative approaches to constructing
expectations at the college—in other words, signaling to students that “they are safe here”, and
that they “have a voice here”. The aforementioned “safety checks” and the synthesis of A and UDL
(A+UDL) can do just that.
113

References
Apple M. W. (2004). Ideology and Curriculum (3rd ed.). Abingdon-on-Thames, Oxfordshire, UK:
Routledge.
Bass, G. and Lawrence-Riddell (2020, January). Culturally Responsive Teaching and UDL. Faculty
Focus. Retrieved from https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/
culturally-responsive-teaching-and-udl/
CAST (2018). UDL: Increase mastery-oriented feedback. Wakefield, MA: CAST.
https://udlguidelines.cast.org/engagement/effort-persistence/mastery-oriented-feedback
Fritzgerald A. (2020). Antiracism and Universal Design for Learning: Building expressways to
success. Wakefield, MA: CAST Professional Publishing.
Hollingshead A., Lowrey K. A., Howery K. (2022). Universal design for learning: when policy changes
before evidence. Educational Policy, 36(5), 1135–1161.
Kaczorowski T., McMahon D., Gardiner-Walsh S., Hollingshead A. (2022). Designing an inclusive
future: Including diversity and equity with innovations in special education technology. Teaching
Exceptional Children. Online ahead print. https://doi.org/10.1177/00400599221090506
Kieran, L and Anderson, C. (2019). Connecting Universal Design for Learning With Culturally
Responsive Teaching. Education and Urban Society, 51(9), 1202–1216.
Mills, C. (1959). The sociological imagination. New York: Oxford University Press.
Portell, M. (December, 2019). Understanding Trauma-Informed Education. Edutopia. Retrieved from:
https://www.edutopia.org/article/understanding-trauma-informed-education
ROLE EMERGING PLACEMENTS
THE JOURNEY
Spoken word and reflection
Kala Subramaniam
Faculty, Occupational Therapist Assistant (OTA) and Physiotherapist Assistant (PTA),
School of Community and Health Studies (SCHS)
A pilot project was initiated in Fall 2019 where the OTA and PTA program created new community
partnerships to offer students Role Emerging Placement (REP) opportunities to obtain their required
fieldwork hours. As these placements were innovative and new, the OTA and PTA Professor Kala
Subramaniam and Professor and Coordinator Karen Koseck embarked on a research study to
explore the students’ experiences. This spoken word poem is the story of their journey and what they
learned from their research.
As we return to in-person placements and reconnecting with our community partners who navigated
REP placements through the pandemic, we work to reimagine and rethink our fieldwork opportunities
post pandemic.
Play audio
….
We have a story to tell of opportunities, authentic connections and clients served.
New fieldwork placements without onsite supervision for clients emerged.
Commitments made, searching for hours and places to teach them.
The pressure we felt overwhelming did not overshadow our belief in them.
We forged new alliances and partnerships with no limits.
Supported them to take on this opportunity, we were passionate.
The road never taken is not easy, but the potential for growth they see.
Preparation, planning, and buy-in was key.
Consulting, clarifying roles, and setting expectations, these students did it all.
They knew their worth as they answered the call.
Support was needed for leadership, feedback, and guidance.
And with experience, confidence in their OTA role was not just a science.
They built up, backed up, and held each other up,
Representing the best of us, they applied their skills and stepped up.
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Initial challenges turned into positive professional growth,
Students researching, observing, and creating resources, they did show.
Knowledge transferred the placement partners were ecstatic,
Their clients were appreciative, their feelings emphatic.
Feeling safe to learn and to grow, OTA students relaxed into a sense of belonging.
They took comfort in their purpose as they answered their calling.
Teaching and learning exchanges highlighted the importance of relationships.
Return on investment came through as they hired an Occupational Therapist.
Then COVID hit and placements shut down, the world was brought to the ground.
Our students pivoted and navigated the change, their commitment to the clients remained.
Placements went virtual and adapted very quickly, students ran groups and treated on Teams.
Creating videos and handouts, to support the clients stuck at home with needs.
Role emerging placements made contributions to student learning and community partners.
An opportunity for students to grow and flourish, they met the need for quality fieldwork hours.
Our lessons learned guide our future directions, as we forge on to build connections.
Start up, role development and supports produce better outcomes.
Students and supervisors navigating change when the time comes.
Our focus is on core competencies and fieldwork hours as we move forward,
Funding these models is not always straightforward.
Needing more bang for our buck, we reimagine models for the future.
Group placements with community partners, serving communities is our nature.
PODCAST
The return…
Adam Balan, Faculty, Anthony Moncada, Teaching Assistant
Fitness and Health Promotion (FTHP), School of Community and Health Studies (SCHS)
Greetings, Centennial College community! My name is Adam Balan, program coordinator and full-time
faculty in the FTHP program. I recorded a 16-minute conversation with Anthony Moncada, one of my
second year FTHP students. This winter semester, Anthony is completing field placement hours as my
teaching assistant. After delivering four hours of first-year labs, Anthony and I discussed our experiences
surrounding the pandemic, what that has meant for us, for the program, and for the faculty and students.
Below are some highlights from our discussion.
Listen to the full 16-minute conversation here:
Play audio
Podcast Transcript
What did we learn?
Anthony:
“...Commuting two-plus hours for a 50-minute
lecture isn’t a good use of time. At the same
time, too much online learning strays away
from what college is. The whole point of
postsecondary education is making lifelong
connections and you can only do so much
of it online. A lot of it comes from in-person,
face-to-face interaction…”
Adam:
“…Faculty don’t have the skills to keep up with
the virtual demand right now, especially faculty
members who are not as tech savvy…I am
also concerned with students’ ability to keep
up with online learning…Virtual learning is not
going away and 18-to-25-year-olds may not
have the organizational skills, maturity, and
motivation to do well in virtual classrooms.”
Anthony:
“…With online learning comes the required
sense of accountability. There are things that
make it easier, like no long commute…but if
you’re sitting in a lecture with cameras off there
is no incentive to stay engaged, no one to hold
yourself accountable except you. To stay at
home and on task with no one to encourage
you, it can be a barrier if you’re not used to
it…In the real world the hybrid model is here
to stay, and getting used to online work and
excelling at it now is good, it’s almost a trial
by fire…”
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What worked?
Adam:
“…Some trepidation among faculty to start…
but we adjusted…”
What didn’t work?
Anthony:
“…It was hard to find that balance, that
separation from work/school and home…”
Adam:
“…Contacting people from other departments
in the college was challenging…being
disconnected from the students...I give my cell
phone number to students freely…”
Anthony:
“…Communication suffers as soon as you get
rid of face to face…”
Do students prefer virtual or in-person?
Anthony:
“…Absolutely in person all the way!”
Adam:
“...Students wanted to be on campus, in the
presence of each other. Faculty were happy to
hear that!”
Wish lists for the future:
Adam:
“…Part of my wish list for graduates of
all programs is that they have a better
entrepreneurial skill set for when they are
ready to enter any industry…”
Anthony:
“I think the key is not to stray away from what
college is meant to be. I don’t think any student
at Centennial wants their only memory of
their time at the college to be of studying for
tests or working on assignments, while those
things are important, the entire foundation
on postsecondary education is making those
lifelong connections, making lifelong friends…
It is much harder to do this in a strictly virtual
classroom environment. Still finding that
balance that I think will work is important, but
we cannot go overboard and try to streamline
things that shouldn’t be. Keeping what made
college so enjoyable for so long is important…”
This has been…
The return
Employability of our graduates:
Anthony:
Speaking of being better positioned, how do
you feel the pandemic has had an effect on the
employability of future graduates?
Adam:
“…I think the pandemic has given students an
opportunity to become more entrepreneurial…
Being an entrepreneur requires a ton of
maturity, hunger, organization, and I don’t
know if all young learners are ready for
it. As a system/institution we still have to
figure out how we are giving students the
skills. Some classes are helpful, the college
has stackable credentials…but the stackable
credentials existed before the pandemic, not a
result of it…”
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POLICE FOUNDATIONS
Technology and the future for the program
John Margetson
Faculty, Police Foundations
If you have been on the Progress Campus at
Centennial College, you may have noticed
a number of students wearing police-type
uniforms. These students are part of the Police
Foundations Program, and they wear the
uniform proudly. Police Foundations is a twoyear
diploma program, where students learn
about criminal and provincial laws, the Canadian
justice system, serving their community, and
conducting investigations. Many of our students
are also involved in supporting community
initiatives, such as clothing, toy, and food drives.
To give our Police Foundation students the tools
they need to be successful in the field of law
enforcement, the program professors are always
looking for innovative and interesting learning
tools. With that in mind, Police Foundations has
embarked on a pilot project where virtual reality
(VR) will be used to teach the students how to
manage and examine crime scenes. To enhance
the students’ learning experience, students
will be equipped with VR headsets that are
linked to various computer-generated crime
scenes. They will walk through virtual crime
scenes where they can learn to identify and
handle evidence. If the pilot project is successful,
it will be made a permanent part of the Crime
Scene Management course.
Another development in the Police Foundations
Program is the introduction of the Open-Source
Intelligence (OSINT) course. The ability to
conduct OSINT investigations is a sought-after
skill in law enforcement as well as the private
sector. This course will introduce students to
the world of lawful intelligence gathering using
open-source platforms such as social media
and internet footprints. The contemporary
student will be well suited and interested in
this type of investigative training as most will
be already adept in navigating various social
media platforms.
On February 22nd, at the Morningside
Campus, approximately 500 students from
the School of Community and Health Studies
were enthusiastic participants in the first inperson
mock disaster exercise since the start
of the pandemic. This exercise was a massive
undertaking for both the faculty and students,
but it was well worth the effort as it provided
the students with an unparalleled
learning experience.
Police Foundation students were deployed
alongside Pre-Fire and Paramedics students
as emergency responders in a number of
realistic scenarios. These scenarios involved
student first responders attending a number
of events such as a train derailment, persons
in crisis, and an apartment building fire
where they reacted to casualties played by
student actors.
All of the Police Foundation students were
mentored at the event scenes by members
of the Toronto Police Service. In one of the
final scenarios, Police Foundation students,
under the guidance of the Toronto Police,
successfully conducted a level three search of
the campus for a missing person in distress.
The mock disaster exercise also put Police
Foundation students to the test as emergency
managers in the Emergency Operations
Centre. These students were tasked with
coordinating the emergency response on
the ground using the Incident Management
System. The exercise culminated with students
coordinating the evacuation of a First Nations
reserve due to a wildfire. Students were
taught to conduct the evacuation through
an Indigenous lens to ensure a respectful
interaction between first responders and the
affected First Nations community.
As you can see, the Police Foundations
program is never standing still. Both students
and faculty are always looking for ways to
improve their learning experience at Centennial
College through forward thinking and the use of
technology. This mindset serves our students
well in their entry into the modern job market as
well as creating community-minded citizens.
Mock Disasters give students practical
learning, by showing them some of what
they could face in their careers should a
disaster occur, preparing them for critical
decision-making.
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A SUSTAINABLE
ENTREPRENEURIAL MODEL
To cultivate future skills and competencies
Centre of Innovation and Entrepreneurship (COIE)
mindset. This vision is fully aligned with the
College’s Strategic and Academic Plans,
including its institutional pillars of Enrolment,
Employment, and Empowerment
(the three Es) and Wildly Important
Goals. The new model includes five
tracks tailored to every level of interest in
entrepreneurial skills—from early explorers
to growing businesses—and is applicable
to both commercial and impact/social
entrepreneurship, as well as provides
opportunities for work-integrated learning.
Click here for a message
from the co-founder of
the Global Goals Jam!
A new vision and model for
entrepreneurial education
With a mandate in 2021 from Jonathan
Hack—Dean of Applied Research, Innovation,
and Entrepreneurship—the new team at the
Centre of Innovation and Entrepreneurship
(COIE) led by Lalit Guglani orchestrated a
complete transformation of their programming
model and implemented a suite of costefficient,
exponentially expanded programming
from the ground up with multiple channels
of engagement leveraging contemporary
ecosystem resources.
theories of pedagogy, andragogy, and
heutagogy based on the principles of
academagogy to ensure that participants
receive a holistic development of future skills.
Within six months, the Centre of Innovation
and Entrepreneurship had successfully
implemented their renewed vision of
educating, inspiring, and empowering
students and the community through the
development of a sustainable entrepreneurial
A comprehensive and holistic approach to
innovation in learning
The leading-edge methodologies used in
COIE programs include flipped classroom,
experiential, and team-based learning; iterative
experimentation using integration of Design
Thinking, Lean and Agile approaches based on
sustainability; and programming supported by
in-house experts, external presenters, mentors,
and leaders—all while leveraging curated
open resources. There is also a deeplyintegrated
focus on sustainability and the 17
UN Sustainable Development Goals (SDGs),
which serve as the foundation for COIE’s
Sustainability Innovation Institute and SDG
Innovation Lab, founded in 2020. A mindset
for sustainability is increasingly recognized
as integral to entrepreneurship, which COIE
directly weaves into its programs. Future topics
include advances in sustainable technologies,
an ecological worldview, startups in the ESG
economy and sustainable finance.
To engage further audiences such as industry
and policymakers, the Sustainability Innovation
Institute also holds leadership forums,
roundtables, and retreats.
Every year, Early Explorers attend over 80
workshops and speaker series covering a
wide range of topics. Aspiring and Budding
entrepreneurs participate in COIE’s flagship
experiential programs such as their
semi-annual two-and-a-half-day
Global Goals Jam Canada Weekend
Challenges and 10-week Incubation
Their primary objective was to advance
entrepreneurial education using the latest
methodologies and foster the mindset, skillset,
and competence required to start and manage
new ventures, address sustainability, and lead
a successful, productive life. Their quest led to
a comprehensive approach encompassing the
best of teaching and learning models.
Indeed, COIE programs integrate learning
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Experience Program. Participants work on
project-based challenges, integrating Design
Thinking and Lean LaunchPad® with peer
learning in an iterative process of designing,
testing, and validating hypotheses to develop
scalable solutions.
Committed to empowering future
change-leaders
The Centre of Innovation and Entrepreneurship
has also aligned their model to the European
Commission’s EntreComp framework,
a system of 442 learning outcomes
recognized internationally for building an
entrepreneurial mindset and entrepreneurial
competence. These competencies are
synergistic with the Top 10 Skills of 2025
outlined in the Future of Jobs Report
by the World Economic Forum such as
resilience, flexibility, and leadership skills,
all of which are directly enhanced through
COIE’s programming.
Participants have consistently described
COIE’s project-based, lifelong learning
programs as catalysts for their skills
development. The Centre of Innovation and
Entrepreneurship has also helped them
improve their critical thinking, problem-solving,
teamwork, and communication skills.
Click here to watch what
our students are saying!
COIE program participants walk away with an
expanded capacity for innovation. They know how
to build habits of the mind, and how to enrich their
personal qualities such as perseverance, growth
mindset, empathy, and compassion.
The Centre initiated and adapted as early as April
2020 to virtual delivery of workshops as well as
experiential programs using global resources
focusing on developing future-proof skills for
tomorrow’s change leaders with sustainable
entrepreneurial mindset. The Centre continues
to offer cutting edge approaches to teaching and
learning using world class methodologies and virtual
technology for complex synchronous experiential
programming, engaging leading innovation
ecosystem stakeholders and student determined
reflective learning.
Constantly innovating and developing new
programs, the Centre of Innovation and
Entrepreneurship is transforming the way students
learn and prepare for their future careers. They have
a variety of initiatives in the pipeline, including
collaborative projects with Schools, enhanced
support to the student SDG Innovation and
Entrepreneurship Club, as well as new offerings
from their Immersive Learning Innovation Lab,
Climate Innovation Lab, and The Sustainability
Innovation Institute.
Click here to explore the
EntreComp Framework!
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e/CONNECT
How are you feeling about the
re/TURN to class? Ways we can
talk about reconnecting that
build up our relationships and
community. How we and you
are feeling about the re/TURN
to class.
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FACULTY SUMMIT HIGHLIGHTS
re/CONNECT
DEAR DIARY
Ambreen Rana
Student, Pharmacy Technician, SCHS
Reconnecting with faculty is a lot
easier; it’s good to have people at the
college to share, connect, and
chat with.
A new reality.
I’m very glad we are coming
back to “normal” life.
It’s about students, but not only. It’s
about staff—people I miss so much.
We’re excited about reconnecting
with those we haven’t seen for two
years, but it’s also challenging due
to things we got used to.
If we as faculty can re-connect
and re-build our relationships, the
students will sense that we are all
part of a community and this will
help them feel more comfortable.
Excited, but also nervous
about the return.
Dear Diary,
Tomorrow is my first day of college!
And I can’t wait to see...
What the campus looks like,
Where my lecture halls and lab rooms could be.
Meet the professors,
And find a friend...or three!
I am nervous and excited
for them and for me.
For the unfamiliar faces
of peers sharing desks
in unfamiliar spaces,
All united in our experience of beginning this new chapter
Together.
Oh, what a journey college shall be!
“Dear Student,
We regret to inform you that in-person classes will be suspended in accordance with
the safety protocol announced to prevent the spread of COVID-19 this Winter 2022.
Please check your eCentennial account for instructions on your courses continuing
online.”
Attend college from home?
How does that even work with labs, and content heavy courses?
And what about the lecture halls?
The professors bellowing their wisdom?
The meeting the peers that are going to share similar experiences as me?!
What about finding a friend or three!
Oh, no…what kind of journey will college be…
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“Dear Student.
We can’t wait to welcome you back to in-person learning for Fall 2022!”
Oh wow…this is going to be different…maybe even more difficult? Will the peers I
worked with last semester still want to work together?
LIFE’S JOURNEY
Oh, no…what a journey will college be…
Dear Diary,
Today was my first day of being able to attend college in person.
I got to see…
All the colours of the uniforms, scrubs, and spaces.
Find my place within the lecture halls and lab rooms
There were smiles behind the names
and introductions shared between.
There were expressive eyes to look at,
and not just white silhouettes on a black screen.
The professors were actually motivating in person.
You could feel their energy as they navigated
their lectures.
They also weren’t left in silence when they asked the
classroom a question.
Us students could no longer use our self-consciousness
as an excuse to hide behind
our keyboards.
Because,
We were encouraged to be seen.
We were encouraged to be heard.
We were encouraged to participate,
We were encouraged to grow.
After all, that is what we are here for!
Oh, what a journey college shall be!
And between classes…between classes
you could hear the hum of conversations,
the fizz of laughter
emanating through the commons area.
Then, like busy bees,
the students dispersed on their way to their next classes
of people sharing desks in familiar spaces,
All sharing in our beginning of this new chapter.
Jackie Bishop
Professor, Curriculum Development, Centre for Academic
Excellence and Program Quality (CAEPQ)
Life is but a journey we all go through. Try to
remember some things that you can do. When the
“bumps of life” come your way, Take a minute,
pause, stop and say “I really need to slow down”
Take time to relax and not just frown.
Yes, life really is but a journey.
Take time to decide your course of action.
Think carefully about your reaction.
Perception really is the true key
To enjoying your life, you see.
So in this journey, do stop and say
“Why am I thinking in this way”
Try to take another look at life
Is it really just full of strife?
Try not to focus on just the bad
It will only make you feel sad.
Try to see the positive in each day.
That will help to clear the way.
Yes, life is but a journey for us all. Rise to
life’s challenges, overcome a fall. Learn to
use your coping resources. They will help
along life’s courses
Take a minute, stop and say
“Yes, there is a better way”
Life is but a journey you will see
So learn to cope and set yourself free.
Oh, what a journey attending Centennial College shall be!
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The stress of a pandemic
The COVID-19 pandemic was stressful, for
many even traumatic. All of us, no matter
where we reside, experienced some level of
complex and multilayered stress that impacted
us in multiple and profound ways.
Uncertainty, uneasiness, and fear eroded that
sense of community many of us had built in
both our personal and professional lives.
Most of us were forced to isolate, which
meant a troubling increase in screen time
whether for work, school, and/or social
activities. Masks were mandated, further
heightening our growing anxiety. Words like
social distancing, vaccine mandates, hesitancy,
and self-care became part of our everyday
vocabulary. All the while people were managing
incredibly stressful events like losing their
livelihood, experiencing violence, addictions,
and mental health crises.
Hospitalization rates soared with many
dying devoid of the company of loved
ones. The thought of returning to campus
amidst, or after this level of chaos, was and still
is stressful.
Despite the stress and chaos, we had to show
up; it was business as usual. But was it?
The trauma of society seeped into our virtual
and physical classrooms with many students
unable to make it to class because they were
caught up in this chaos. For some the chaos
is ongoing, a bad dream that doesn’t seem to
TEACHING FROM THE
HEART
Rachel Larabee
Faculty, Commmunity Development Worker Program,
School of Community and Health Studies (SCHS)
end. I found myself asking how do I continue,
particularly when I felt bereft of my support
systems, that community of colleagues who
supported one another when it was business
as usual. Those communal spaces at the
college where we laughed, vented, and even
cried together, were no longer there. How could
we support each other so that we could fully
show up and support our students?
Stress is a barrier to learning and
community building
As someone who teaches within the
Community Development Work program 1 and
to whom the idea of community is not solely
theoretical but is embodied and lived, I felt
this loss more keenly and with it the urgency
to do something that could intersect our need
to engage heightened self-care and resiliency
building within our professional roles in the
office and especially in the classroom. I asked
myself how I could adjust my pedagogy to
make space for ways to support students in
releasing, or at least managing some of the
stress that presents barriers to learning in the
1I teach Community Development Work
at Centennial. There are so many broad and
encompassing ways to define this work, but for the
necessity of being succinct and for the purposes of this
share, Community Development Work is the practice
of engaging folx in a process of empowerment that
supports them in playing a more capacitated role,
collectively, in achieving the ability to initiate positive
change in any economic, social, environmental, or
cultural aspect of their lives and where they are, in
particular, facing barriers.
classroom, especially within a pandemic and
then pandemic-recovering experience?
I turned to a mentor of mine, transpersonal
psychologist, Dr. Beth Hedva. She developed
and validated a five-step trauma-informed
protocol in post-tsunami Indonesia (2004, rev.
2013), which she calls Embodied Awareness
(2012). In 2008 I was introduced to Embodied
Awareness in a training series delivered by
Dr. Beth Hedva (Hedva, 2008) and Elder
Grandmother Sara Smith (Mohawk First
Nation, Turtle Clan, Six Nations of the Grand
River, Ontario. Wisdom Keeper.
Personal communication, October 2008),
where I also connected with a helper of
Grandma Sara, Traditional Teacher, Barbara
Brant (Mohawk First Nation, Turtle Clan,
Tyendinaga, Ontario. Personal communication,
October 2008) at the “Roots 4 Peace
Sharing Center” on the sacred land of the Six
Nations. The methods and lessons I gained
from this training were centred on how we
bring Embodied Awareness into communal
spaces for the purposes of emotional healing
and community renewal. This training and
these Teachings were grounded in both
Indigenous Traditional Mohawk Wisdom
(Grandmother Sara) and transpersonal
psychology practices (Beth Hedva). Since that
time, those Teachings and further Teachings
imparted to me by Elder Grandfather, Ted
Silverhand (Tuscarora First Nation, Bear
Clan, Sagarissa Family. North Carolina.
Oral Teachings. Personal Communication,
October 2013-2022), and the training of
Embodied Awareness as a method, continue to
be transformative and integral parts of my own
journey and associated pedagogy in honoring
my deep connection, through heart and heartbased
ways of knowing and communing with
myself, others, and the natural world.
I felt not only myself but colleagues in my
department and students within our programs
could benefit from Embodied Awareness
methodologies. Through the support of
my Chair, I facilitated three workshops for
our colleagues to consider how Embodied
Awareness might be useful in their own selfpractice
as well as integrated within their
classroom pedagogy.
In this article I share why I turned to Embodied
Awareness to cope. It empowered me and
other faculty members to stay connected to
ourselves and each other to more fully show up
throughout the pandemic. I also will describe
how I am using this method to support students
as they return to the campus and physical
classrooms. The work of connecting with
each other and ourselves within academic
spaces is not just about physically showing
up. It is embodied work that requires supportive
learning environments that allow us to thrive
and build meaningful connections as we learn.
Embodied awareness as a
trauma-informed pedagogy
Prior to the pandemic, students were already
entering classrooms with trauma that was
impacting their ability to learn. The work of
my colleague Sama Bassidj (2018) on the
importance of trauma-informed pedagogy,
brought attention to how the trauma students
in the Community Services department
at Centennial College were bringing into
the classroom was often a barrier to their
learning. Bassidj (2018) highlighted the
importance of designing and delivering
pedagogical practices that hold space and
awareness for this trauma while employing
facilitation techniques to support students so
that their trauma does not become a barrier
to their learning. My colleague’s research
confirmed what many of us in our department
already knew and were responding to.
Fast-forward to pandemic recovery and
returning to the physical classroom: layers
of pandemic isolation, previous trauma, and
vicarious trauma all show up in the classroom
amongst teachers and students alike.
When I use Embodied Awareness in the
classroom, I am making space for students
to consider how their subtle intuitive senses,
their lived experiences, their thoughts, feelings,
spiritual orientations, and belief systems are
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welcome and important; and can be integrated
into the classroom to support engagement
with both the course content and with one
another. Learning is not simply about engaging
with our cognitive functions. Learning relates
to all parts of the self. As I have learned and
experienced, most predominantly through
the Indigenous Teachings shared with
me, learning is holistic and our knowing
is rooted in the heart, carried in the body,
processed through the spirit (B. Brant,
Mohawk Nation, Tyendinaga, Traditional
Teachings. Personal communication, October
2008-February 2023). Of course, that includes
how our pandemic experiences have shaped
us as we show up to learn, and return to
the classroom.
Embodied awareness as a methodology to
support students
Embodied Awareness, as a methodology,
engages whole-body-listening and learning
(listening to course content, to colleagues, to
oneself, and more). It also supports students
to express and share what they know from
those embodied places while incorporating
more traditional academic ways of knowing
and learning. The classroom becomes a
place for learning both didactic information
and how to hold respectful and empathic
space for the explorations and shares of their
colleagues. Finally, inviting sharing knowledge
through connection to self and others helps
to shift the nervous system from a cortisol
stress response to a more supportive learning
environment that releases tensions from
pandemic isolation by rebuilding a sense
of community.
Embodied Awareness 2 is a series of ‘steps’
or elements, using tools to help ourselves
and each other show up in common
spaces in states of being fully present and
feeling fully alive (Hedva, 2012). To bring
Embodied Awareness into teaching and
learning spaces is to invite holistic education
into being. Holistic education invites all
dimensions of our being: mind, body,
heart, spirit, and creative energy into the
classroom. Whereas traditional, western
education spaces, and classrooms have a
predominantly cognitive-behavioral focus with
little attention paid to how the body, heart, and
spirit play major roles in the ways we ingest,
metabolize, and activate learning. In the
helping fields, how we show up to serve others
in their personal empowerment and community
engagement is largely informed by how we
show up for ourselves. Thus learning to selfsupport
while holding supportive space for
others not only supports learning, but also
enriches our professional development in the
human services.
2 To learn more about the specifics of this work, I invite
my colleagues to connect with me and/or check out
the published works of Dr. Beth Hedva. What Hedva
has done through this work is a blended integration
of ancient and indigenous cross-cultural healing
practices and spiritual traditions with modern
psychological best practices to promote an integrative
approach to both personal and community health and
wellness (Hedva, 2012). It is much more than just
being in touch with our own body’s sensations and
feelings. Embodiment is about connection. It is about
connection to your inner Source, your divine Self
(with a capital ’S‛). Embodied Awareness is also about
connection with others, your environment, and our
world (2020).
There are five elements or ‘steps’ to Embodied Awareness as a pedagogical approach to classroom
facilitation: connection, observation, listening, engagement, empowerment.
CONNECT
OBSERVE
LISTEN
ENGAGE
EMPOWER
Five Elements of Embodied Awareness as a Facilitation Method for Course Integration
Connect within: to self and
personal spiritual resources or
personal belief system through an
embodied experience
Connect with other(s): energetically
and with respect to course content of
the day
Use of mental/cognitive information,
analysis, and awareness
Opportunity to practice deep listening
Opportunity for students to take stock
of course content and synthesize
information by sensing into emotions,
thoughts, beliefs, subtle intuitive
senses to inspire new perspectives
and insights into course content
through experiential process:
expressive arts, self-reflection,
and/or discussion relating to the
topical content utilizing classroom
community engagement of content
Reflection on strengths-based
components of the learning.
What aspect of the day’s course
content has ignited a sense of
agency or action to be taken?
What can be done with this
learning experience?
Examples:
• Breath Work, Body movement, Body Tapping, Artistic
expression, Connection to Music, song, Smudging.
• Cultural ceremony; prayer; meditation (facilitated by
instructor, volunteers, class members from different
cultural backgrounds).
Examples:
• Pairs or small-group shares, Movement activities, Ice breaker
activities related to content.
• Reflections on the homework or content of previous class.
• Kahoot content review.
Examples:
• Delivery of course content.
• Offering a range of cognitive options with respect to course
content connections (ie. integration of UDL strategies of
Teaching and Learning).
• Use of self-assessment instruments.
Examples:
• Students have the opportunity to listen to each other express
their unique engagements with course content within small
groups or the larger classroom community.
• To deepen listening consider providing a ‘vocabulary of
feelings’ to name and process emotional experiences evoked.
Examples:
• Body scanning activities to acknowledge where the learning
experiences registers within the body.
• Guided Image techniques to engage perception of inner
impressions (gut feelings, sensing temperature or texture,
visualization of images, colors or symbols, inner listening) to
connect with energy in the body.
• Expand sensory awareness into embodied awareness, by
engaging intuitive insights, creativity, inspire creative projects
to help students integrate course content.
• Movement activities to release, move, and play with energetic
experiences in the body.
Examples:
• Share a word of Empowerment related to the day’s content.
• Name a new learning.
• Describe some new action that can be taken to move the
learning into the world of personal/professional experience.
• Reflect on some aspect of the learning that student can teach
to another person in their life and who and why them.
• Identify a “take-away” of white board as you leave
the classroom.
The above chart displays examples of what applying the five elements of Embodied Awareness can
look like within the classroom. The order to how these elements are integrated is not as important as
all five being included in any given class/lesson. That being said, it is best practice to at least start
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with connection activities and end with a brief empowerment component which invites the students
to consider and possibly share what part(s) of the weekly content they intend to take forward into
their own personal agency or actions along with any associated details as to how, with whom,
etc. they intend to share their learning personally and professionally.
Conclusion
Let’s consider post-traumatic-growth as a focal point; in contrast to post-traumatic stress. As many
as 90 per cent of people who confront trauma also experience personal growth in at least one of the
following five areas:
• Greater compassion for self and others and a deepening in interpersonal relationships
• Greater appreciation for being alive
• New perspectives on life or a changed philosophy of life
• Greater sense of inner strength, self-reliance, and acceptance of vulnerability
• Greater understanding of spiritual matters, a deeper sense of faith, meaning, or purpose in life
(Calhoun and Tedeschi, 1995)
The pandemic was a collective shock to our systems. Yet, through these uncertainties and challenges
we have grown and are still growing, and many of us are in the process of healing from it.
We’re in this process of re-turning to each other. So far, the ability to practice and explore awareness
of ourselves and each other, that is embodied and compassionate, as we learn, has served as a
helpful antidote for what feels like a disconnected school community reaching out for ways to return
to learning and being together again in our classrooms. To re/TURN and emerge stronger, wiser,
more resilient, more inclusive, and more whole, with a sense of collectivity that joins in meaning
and purpose, is not a given; it is an intention and one that requires action and integrity; that is a
willingness amongst us. Embodied Awareness is a way I have started to integrate this intention,
my lived experiences, lessons learned, Teachings shared and experienced, and intuitive knowing
into my teaching practice as we return to a new normal. A new normal that we have the capacity to
consciously decide will be ours as a collective.
References
Bassidj, S. Trauma-Informed Perspectives on Teaching: A Scholarship of Teaching and Learning
(SoTL) Project. Centennial College, 2018.
Brant, B., Mohawk First Nation. Lives in Tyendinaga, Ontario. Oral Teachings. Personal
Communication. October 2008-February 2023.
Cahoun, G. and Tedeschi, R. Trauma and Transformation: Growing in an Aftermath of Hedva, B.,
Betrayal, Trust and Forgiveness: A Guide to Emotional Healing and Community Renewal,
Wynword Press, 2004, revised ed. 2013.
Hedva, B. (2012, May). What is Embodied Awareness. Embodiedawareness.com.
https://embodiedawareness.com/beth-hedvas-bio/
Hedva, B. (2020, December 29). Embodied awareness: An introduction to spiritually directed therapy.
Retrieved from https://course.wcea.education/app/ hedva/elearning/counselor-psychotherapist/
dr-beth-hedva/ 168720/completecourse-embodied-awareness
Hedva, B. (2020, April 4). Stress Reduction and Self-Care in Response to Covid-19. Embodied
Awareness Blog. https://embodiedawareness.com/
Silverhand, T. Tuscarora First Nation. Lives in Upper State New York, New York. Oral Teachings.
Personal Communication. October 2013-2022.
Smith, S. Mohawk First Nation. Six Nations of the Grand River, Ontario. Oral Teaching. Personal
Communication. October 2008.Vertiu virmilius Cat, tanum videlud eoredea inu morae depse
nunte, verfitis anum pratritur avehendii publicae ortam sero et potil unte, o Cupplis int
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WORK INTEGRATED
LEARNING
re/TURN
Allison MacKenzie and Felipe Faccioli
Placement Coordinators, School of Hospitality, Tourism, and Culinary Arts (SHTCA)
Natasha Cassie
Student, Occupational/Physiotherapist Assistant,
School of Community and Health Studies (SCHS)
Teeming hallways as I return to this place
Oh, how strange it is to see your face!
We bounce, we smile
But it will be a while
Until I can feel your friendly embrace
Our teacher’s voice in organic reverb
Echoing in this entity of repopulating suburb
So quaint it is to be in this room
Before now, we were prisoners of Zoom
Join Program Coordinator’s Felipe Faccioli and Allison
MacKenzie talk about their pandemic solutions for Work
Integrated Learning (WIL), including what worked, what
didn’t, and what remains to be seen.
Like many schools across Centennial College,
the School of Hospitality, Tourism, and Culinary Arts
relies heavily on hands-on, experiential learning
in its curriculum. During the pandemic, WIL team
was faced with the daunting challenge of how to
replicate meaningful WIL opportunities in an online
environment. While they quickly learned that it is
impossible to “replicate” a live work environment, the
need to create online WIL options gave them the chance
to craft a customized solution that brings students unique
opportunities that they might not otherwise have gotten to
experience in a traditional work or internship setting.
Allison
Felipe
Good to see you, so great to confer
Though things are not fully back
To the way they once were
A sweet escape from
Isolation and mental distortion
As we return to deal with
Our pent-up frustration
As I pen these words onto this page
I recall my longing to re-engage
The arrows no longer que our direction
They now point to
Newly refined ideas of perfection
No more competing for scholastic gain
But for love, for life, for joy
As we heal in bitter-sweet refrain
We return to learning, friends and camaraderie
Re-imagining what it means to be happy
I’ve missed you my friend, my pal
My buddy
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PHOTOGRAPH
RESOURCES
AND ATTRIBUTIONS
Image attribution in order of
appearance. All images under CC
licenses. Some images may be
edited from the original source.
Neda Moosavi Geshnigani
Student, General Arts and Science, School of Advancement (SOA)
Centennial College is a place where opportunities to grow are possible. Our diverse classrooms are a
reflection of Canadian society and embody the hopes and dreams of all Centennial students to make
a positive contribution to Canada and the world.
Submission Material
Cover
Image combining road image from iStock by:
chokchaipoomichaiya and Centennial College
building.
Table of Contents
Illustration from iStock by: chanut iamnoy
Introduction
Image from iStock by: lvcandy
re/TURN REFLECTIONS
Image from iStock by: master1305
Image from iStock by: marchmeena29
Institutional Perspectives
Image from iStock by: nattrass
Image from iStock by: Guzaliia Filimonova
Reimagining The Return
Image from iStock by: SvetaZi
Image from iStock by: SvetaZi
Illustration from iStock by: smartboy10
re/CENTRE
Image from iStock by: francescoch
Fundamentals of OCAP
Image from iStock by: ChristiLaLiberte
Image from iStock by: ChristiLaLiberte
Are you Ready?
Image from iStock by: wildpixel
Image from iStock by: SvetaZi
Teaching Online…A Reflection
Image from iStock by: MEDITERRANEAN
Image from iStock by: Motortion
Image from iStock by: Peshkova
Image from iStock by: Bet_Noire
re/TURNING to Teaching in Person
Illustration by: Priti Parikh
Overwork the New Norm
Image from iStock by: Jay Yuno
Photographs
Photos by: Catherine Raine
re/ENGAGE
Vector Illustration from iStock by: Bunphot
Centennial’s (Behind-the-Scene) Caped
Heroes
Illustration from iStock by: yogysic
Illustration from iStock by: yogysic
Mathematical Discourse
Image from iStock by: peshkov
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Dedicated to Educating Students
Image from iStock by: CHBD
Re-engaging Post-Pandemic
Image from iStock by: ipopba
re/IMAGINE
Image from iStock by: Vizerskaya
Discourse
Photograph by: Marah G. Echavez
Digital Crossroads at Centennial
Image from iStock by: BrianAJackson
Image from iStock by: skynesher
Illustration
Illustration by: Anu Shergill
Reimagining Career Education
Image from iStock by: SvetaZi
Image from iStock by: SvetaZi
re/ALIGN
Image from iStock by: fotostorm
The Return
Image from iStock by: Farknot_Architect
We have the Technology
Image from iStock by: Floriana
Image from iStock by: Jacob Ammentorp Lund
Image from iStock by: dorian2013
The Role of Assessment
Image from iStock by: KuzminSemen
re/WORK
Image from iStock by: Blue Planet Studio
How do we re/TURN to Campus
Illustration from iStock by: melitas
Podcast
Image from iStock by: Tempura
re/CONNECT
Image from iStock by: pixelfit
Dear Diary
Image from iStock by: SvetaZi
Life’s Journey
Image from iStock by: TomasSereda
Teaching from the Heart
Illustration from iStock by: salim hanzaz
re/TURN
Image from iStock by: SvetaZi (check alt text)
Photograph
Photograph by: Neda Moosavi Geshnigani
RESOURCES
Image from iStock by: Tetiana Lazunova
GRAPHICS
Faculty Summit Highlights:
People Illustration: kowalska-art
Illustrations:
Camera: carlacdesign
Microscope: Bitter
Hand with paintbrush: ChrisGorgio
Gramophone: Bitter
Hand pouring salt shaker: channarongsds
Film strip: dial-a-view
Camcorder: Hanna Shvets
Abstract geometric pattern: bagus prakoso
Stripes: Bunphot
Icons:
Quote symbol: Onlinewebfonts.com
Microphone: OpenClipart-Vectors
Various soundwaves: mgordeev
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Quill: Terriana
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CREDITS
This digest is a collaborative effort made
true by all authors and contributors.
Visual Design, Layout, and Graphics
Fabian Soto Palacio
Student, Software Engineering
Technology, SETAS
Copy Editing
Shannon Attard
Graduate, SCMAD,
Communications - Professional Writing
Editorial Team
Ajané Adams, Student, Centennial College Student Association Inc. (CCSAI)
Aparna Halpe, Faculty, SoA
Carol Preston, Faculty, CAEPQ
Delon Omrow, Global Citizenship and Equity Learning Advisor
Jackie Bishop, Faculty, CAEPQ
Jaemel Chapman, Student, CCSAI
Jennifer Easter, Librarian
Jennifer Macllroy, Faculty, Storyworks, SCMAD
Shaila Anthony, Lead, Learning Technologist, CFDTI
Marketing
Sharon Lewis, Sr. Graphic Designer
Emma Jamieson, Marketing Manager
Academic Excellence Unit (AEU)
Makeda Daley, Manager,
Administrative Operations
Centre for Faculty Development and
Teaching Innovation (CFDTI)
Chris Taylor
Tenzin Yega Shaksur
Leonora Zefi
Mahssa Chavoshi
The Local
Shannon Carrigan, General Manager,
Restaurants and Events
Open Educational Resources Lab (OER)
Centennial College Student
Association Inc. (CCSAI)
Data Analytics and Research Office (DARO)
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