The Teaching and Learning Innovation Digest - May 2023

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!

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!


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<strong>The</strong><br />

<strong>Teaching</strong><br />

<strong>and</strong> <strong>Learning</strong><br />

<strong>Innovation</strong> <strong>Digest</strong><br />


L<strong>and</strong><br />

Acknowledgement<br />

Table of<br />

Contents<br />

INTRODUCTION........................................................................................................ 6<br />

Centennial College is proud to be a part of a rich history of education in this<br />

province <strong>and</strong> in this city. We acknowledge that we are on the treaty l<strong>and</strong>s <strong>and</strong><br />

territory of the Mississaugas of the Credit First Nation <strong>and</strong> pay tribute to their<br />

legacy <strong>and</strong> the legacy of all First Peoples of Canada, as we strengthen ties with<br />

the communities we serve <strong>and</strong> build the future through learning <strong>and</strong> through<br />

our graduates.<br />

Today the traditional meeting place of Toronto is still home to many Indigenous<br />

People from across Turtle Isl<strong>and</strong> <strong>and</strong> we are grateful to have the opportunity<br />

to work in the communities that have grown in the treaty l<strong>and</strong>s of the<br />

Mississaugas. We acknowledge that we are all treaty people <strong>and</strong> accept our<br />

responsibility to honour all our relations.<br />

Re/Turn Reflections.................................................................................................................... 8<br />

Returning To (Refuse) Normal.................................................................................................... 11<br />

Reimagining <strong>The</strong> Re/Turn........................................................................................................... 16<br />

<strong>The</strong> Online Modality And Metrics................................................................................................ 26<br />

re/CENTRE................................................................................................................ 33<br />

Faculty Summit Highlights.......................................................................................................... 34<br />

Fundamentals Of OCAP............................................................................................................. 35<br />

Are You Ready?.......................................................................................................................... 38<br />

<strong>Teaching</strong> Online... A Reflection................................................................................................... 40<br />

Re/Turning To <strong>Teaching</strong> In Person.............................................................................................. 44<br />

Overwork <strong>The</strong> New Norm............................................................................................................ 46<br />

Photographs................................................................................................................................ 50<br />

re/ENGAGE............................................................................................................... 52<br />

Faculty Summit Highlights.......................................................................................................... 54<br />

Centennial’s (Behind-<strong>The</strong>-Scene) Caped Heroes....................................................................... 55<br />

Librarian Conversation................................................................................................................ 58<br />

Mathematical Discourse.............................................................................................................. 61<br />

Dedicated To Educating Students............................................................................................... 64<br />

Re-Engaging Post-P<strong>and</strong>emic...................................................................................................... 65<br />

2<br />


e/IMAGINE................................................................................................................ 71<br />

Faculty Summit Highlights.......................................................................................................... 72<br />

Discourse.................................................................................................................................... 73<br />

Hybrid <strong>Teaching</strong> And <strong>Learning</strong> At Centennial ............................................................................. 76<br />

Digital Crossroads At Centennial................................................................................................ 78<br />

Illustration.................................................................................................................................... 81<br />

Reimagining Career Education................................................................................................... 82<br />

re/ALIGN.................................................................................................................... 88<br />

Faculty Summit Highlights.......................................................................................................... 90<br />

WIMTACH’s Response During Covid.......................................................................................... 91<br />

<strong>The</strong> Re/Turn................................................................................................................................ 94<br />

re/CONNECT............................................................................................................. 126<br />

Faculty Summit Highlights.......................................................................................................... 128<br />

Dear Diary................................................................................................................................... 129<br />

Life’s Journey.............................................................................................................................. 131<br />

<strong>Teaching</strong> From <strong>The</strong> Heart........................................................................................................... 132<br />

Work Integrated <strong>Learning</strong>............................................................................................................ 138<br />

Re/Turn....................................................................................................................................... 139<br />

Photograph................................................................................................................................. 140<br />

Resources<br />

And Attributions........................................................................................................................... 141<br />

Credits......................................................................................................................................... 144<br />

We Have <strong>The</strong> Technology........................................................................................................... 96<br />

Student Perceptions Of Empowerment....................................................................................... 100<br />

<strong>The</strong> Role Of Assessment............................................................................................................ 104<br />

re/WORK.................................................................................................................... 109<br />

Faculty Summit Highlights.......................................................................................................... 110<br />

How Do We Re/Turn To Campus................................................................................................ 111<br />

Role Emerging Placements........................................................................................................ 115<br />

<strong>The</strong> Journey................................................................................................................................ 115<br />

Podcast....................................................................................................................................... 117<br />

Police Foundations..................................................................................................................... 120<br />

A Sustainable Entrepreneurial Model ......................................................................................... 122<br />

4<br />



Welcome to a truly special edition of the<br />

<strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong> <strong>Innovation</strong> <strong>Digest</strong>!<br />

Our seventh annual academic publication<br />

has assumed an incredibly meaningful shape<br />

<strong>and</strong> form for a number of reasons. Not only<br />

did we receive an enthusiastic response<br />

with over 30 submissions via our institutional<br />

broadcast, but we also have consciously<br />

<strong>and</strong> intentionally embraced the principles of<br />

Universal Design for <strong>Learning</strong> by attempting<br />

to represent <strong>and</strong> celebrate the varied forms<br />

of expressions therein. From reflective<br />

essays, poetry, visual <strong>and</strong> performing arts,<br />

podcasts, video conversations to scholarly<br />

work, academic <strong>and</strong> applied research, news<br />

<strong>and</strong> updates, <strong>and</strong> interviews, this is truly a<br />

power-packed publication!<br />

Another important reason this issue is<br />

extremely special is the inclusion of student<br />

voices, since inception to production.<br />

Student submissions include<br />

personal <strong>and</strong> poignant written,<br />

spoken, visual, <strong>and</strong> applied research<br />

works. As well, this final product has<br />

been painstakingly curated by a student<br />

visual designer <strong>and</strong> an alumnus copy<br />

editor; a conscious direction we took <strong>and</strong><br />

proudly sustained since our previous<br />

publication. This year, we also convened a<br />

willing <strong>and</strong> experienced editorial group of<br />

writers, poets, researchers, published authors,<br />

<strong>and</strong> student talent, to support the <strong>Digest</strong> <strong>and</strong><br />

provide thoughtful feedback to contributions<br />

received. Our heartfelt gratitude goes to the<br />

team who each brought in their own flair <strong>and</strong><br />

helped us ground this work in mutual respect<br />

<strong>and</strong> our passion for all things education.<br />

Our theme stems from the Faculty Summit last<br />

spring <strong>and</strong> reflects our re/TURN to campus,<br />

understood as a collective intervention<br />

<strong>and</strong> disruption of the idea of a return to<br />

normal. We open with some vignettes of what<br />

this has meant to senior academic leadership,<br />

how the shift has unfolded in the educational<br />

l<strong>and</strong>scape, <strong>and</strong> what it means for us as an<br />

institution, across our campuses in terms of<br />

online modality <strong>and</strong> student uptake. <strong>The</strong> <strong>Digest</strong><br />

is organized into six different str<strong>and</strong>s that were<br />

originally breakout sessions from the Faculty<br />

Summit. An opening snapshot of thoughts<br />

<strong>and</strong> feedback compiled from the event reflect<br />

the very ideas of our teaching practices <strong>and</strong><br />

the learning experiences of students on the<br />

notions of re/CENTRE, re/ENGAGE, re/<br />

IMAGINE, re/ALIGN, re/WORK, <strong>and</strong> re/<br />

CONNECT. Each section thereafter, captures<br />

<strong>and</strong> features related experiences, experiments,<br />

<strong>and</strong> energy of our student, faculty, <strong>and</strong> staff.<br />

It is clear from all of these expressions within<br />

<strong>and</strong> across str<strong>and</strong>s, that we continue<br />

to actively explore coming together<br />

<strong>and</strong> learning from each<br />

other. We recognize that<br />

there are no one-size-fitsall<br />

solutions for all situations, no<br />

“best practices” without consideration<br />

of the many contextual differences between<br />

programs <strong>and</strong> learning environments across<br />

Centennial College. Instead, we reconsider<br />

teaching <strong>and</strong> learning through the lens of<br />

grounded principles that continue to guide<br />

our practices as we relearn how to be in<br />

relation to each other <strong>and</strong> in relation to place.<br />

We are pleased to share with you an incredible<br />

year of teaching <strong>and</strong> learning, <strong>and</strong> celebrating<br />

our individual <strong>and</strong> collaborative re/TURNs!<br />

Zabedia <strong>and</strong> Sowmya<br />

6<br />



Post-p<strong>and</strong>emic “forever changes”, what endures,<br />

Dr. Marilyn Herie<br />

Vice President Academic (VPA) <strong>and</strong> Chief <strong>Learning</strong> Officer (CLO)<br />

This year’s <strong>Digest</strong> theme of “re/TURN” offers<br />

a vast canvas to reflect on what it means to<br />

emerge from a historic global event. <strong>The</strong>re has<br />

been no shortage of articles, reports, books,<br />

<strong>and</strong> other media parsing the implications,<br />

impacts, <strong>and</strong> lessons learned. Some of these<br />

more latterly include post-p<strong>and</strong>emic ‘forever<br />

changes’ to higher education (for example, see<br />

Dennis, 2022).<br />

<strong>The</strong>se changes have been both cataclysmic<br />

<strong>and</strong> catalytic, as we’ve experienced a decade<br />

of change accelerated into mere weeks<br />

<strong>and</strong> months. One undeniably major trend is<br />

that of the “student-consumer”, felt prior to<br />

March 2020, <strong>and</strong> now even further amplifying<br />

students’ expectations of highly flexible <strong>and</strong><br />

personalized learning <strong>and</strong> support services,<br />

that is, “optionality” (Selingo, 2022). <strong>The</strong> push<br />

toward hyflex <strong>and</strong> hybridity in all their<br />

numerous forms challenges virtually every<br />

aspect of how we teach, learn, work, provide/<br />

obtain services, <strong>and</strong> engage. Another “forever<br />

change” is the recognition of mental health<br />

needs as being absolutely on par with physical<br />

health. <strong>The</strong> stressors <strong>and</strong> impacts of COVID-19<br />

lockdowns, forced online learning, widening<br />

social/economic/racial/occupational/health/+++<br />

inequities have resulted in a “shadow<br />

p<strong>and</strong>emic” of mental health sequelae that will<br />

reverberate for years, perhaps even decades,<br />

to come.<br />

Other changes, such as the acceleration/<br />

explosion of agile/remote work, digitalization<br />

<strong>and</strong> hyper-connectedness, <strong>and</strong> ecommerce, to<br />

<strong>and</strong> reaching into the future<br />

name just a few, reach across our lives in ways<br />

we’re still processing <strong>and</strong> adapting to. And yet,<br />

the human need for connectedness continues<br />

to assert itself in myriad ways. Almost a<br />

“Forever Changes”<br />

year ago, at the start of the previous Winter<br />

Semester, I shared some reflections in<br />

my weekly email “blog post” to academic<br />

colleagues. Let’s take a quick look back at<br />

January 2022:<br />

“For those who have been teaching <strong>and</strong><br />

working throughout practically all of the<br />

past two years, a new reality has asserted<br />

itself. <strong>May</strong>be it’s hard to imagine the<br />

“beforetime”, supplanted by the routines<br />

we’ve grown accustomed to. And for the<br />

many colleagues whose forays onto campus<br />

have been in the single digits, or even not<br />

at all, perhaps the physical presence of our<br />

campuses has become almost hypothetical,<br />

an abstraction.<br />

“Anti-Fragile”<br />

And yet, last Friday at Progress Campus as<br />

I walked back to the parking lot, I saw two<br />

students off to the side of the Library entrance<br />

taking selfies with their phones. <strong>The</strong>y were<br />

positioning themselves in front of the<br />

Centennial College sign, the one that’s affixed<br />

to the north wall of the building. On that chilly<br />

afternoon those two students were asserting<br />

their embodied proof of attending college,<br />

being a Centennial student, being “here”.<br />

We’re all finding our way, collectively <strong>and</strong><br />

individually, through the fifth wave <strong>and</strong> a new<br />

semester that will be filled with both new <strong>and</strong><br />

similar challenges to the preceding months.<br />

It’s never going to be perfect <strong>and</strong> at times it<br />

doubtless feels anything but. And still…the<br />

moment I had of past meeting present <strong>and</strong> all<br />

the miles in between, <strong>and</strong> the moment seeing<br />

those two students—proudly proclaiming<br />

their place in our community—were poignant<br />

affirmations of place, “real” place, as well as<br />

place in the heart.<br />

Wrapping up this first week of the 2022 Winter<br />

semester, I’m going to hold tight to the gift<br />

those moments gave: of enduring friendships,<br />

community, history, memory, <strong>and</strong> gratitude<br />

in the face of whatever 2022 might throw at<br />

us. It was a gift of perspective recognizing<br />

this moment, this semester, as a point in<br />

time through a long <strong>and</strong> storied journey that<br />

preceded all of us <strong>and</strong> will continue to unfold<br />

long after us.”<br />

Fast forward to now. As we contemplate<br />

<strong>and</strong> explore the many dimensions of “re/<br />

TURN” in this issue of the <strong>Digest</strong>, <strong>and</strong> as<br />

we’ve all engaged in a literal return to our five<br />

campuses, let’s “hold tight” to those moments<br />

of deep learning through a course of time that<br />

will never be forgotten <strong>and</strong> to the “why” of what<br />

we do as educators <strong>and</strong> academic leaders.<br />

In his book Ten Lessons for a Post-P<strong>and</strong>emic<br />

World (which by the way I highly recommend!),<br />

Fareed Zakaria writes: “What we can do is<br />

be far more conscious of the risks we face,<br />

prepare for the dangers, <strong>and</strong> equip our<br />

societies to be resilient. <strong>The</strong>y should not only<br />

be able to withst<strong>and</strong> shocks <strong>and</strong> backlashes,<br />

8<br />




but learn from them. Nassim Nicholas Taleb suggests that we create systems that are “antifragile”,<br />

which are even better than resilient ones. <strong>The</strong>y actually gain strength through chaos <strong>and</strong> crises”.<br />

(Zakaria, 2021:26).<br />

<strong>The</strong>re’s a lot to unpack in that quote (<strong>and</strong> in the book) but the st<strong>and</strong>out for me is the criticality of<br />

learning. In Zakaria’s words, we live in a global <strong>and</strong> technological ecosystem that is “open, fast<br />

– <strong>and</strong> thus, almost by definition, unstable” (Zakaria, 2021:14). We’ve viscerally experienced the<br />

disruptions of continuous change, risk, volatility, <strong>and</strong> ambiguity <strong>and</strong> this is now elemental to our<br />

shared context. Our re/TURN asks us to embrace experimentation, mistakes, <strong>and</strong> our own imperfect<br />

humanity, through a bias for learning, sharing, <strong>and</strong> growing together. We emerge from crises <strong>and</strong><br />

chaos even stronger, more resilient, <strong>and</strong> “antifragile”.<br />

So much has changed, <strong>and</strong> yet despite all that’s changed (including the “forever changes”)<br />

in this post-p<strong>and</strong>emic era, the essence of our work <strong>and</strong> why it matters indisputably<br />

endures. Contemplating what’s ahead might be daunting, maybe even scary, but it’s also<br />

exhilarating. What a monumental privilege it is to be alive in this historic time <strong>and</strong> to have a part in<br />

shaping what’s to come. We’re reaching into the future with every student, every graduate, every<br />

class/lab-field-clinical-co-op placement/committee meeting, <strong>and</strong> with every moment of teamwork,<br />

homework, <strong>and</strong> all the other extraordinary work we do. Just like the title of the powerfully relevant<br />

Academic Plan that we forged together during an unforgettable 2020, we’re Building Leaders<br />

<strong>and</strong> Changemakers!<br />

References<br />

Centennial College (2021). Academic Plan 2021-2025: Building Leaders <strong>and</strong> Changemakers.<br />

https://www.centennialcollege.ca/about-centennial/college-overview/academic-plan-2021-2025<br />

Dennis, M. (2022, September). Post-p<strong>and</strong>emic: Some ‘forever’ changes to higher education,<br />

University World News.<br />

https://www.universityworldnews.com/post.php?story=20220902154032439<br />

Selingo, J.J. (2022, September). How the P<strong>and</strong>emic Changed Higher Education, FutureEd, McCourt<br />

School of Public Policy, Georgetown University.<br />

https://www.future-ed.org/how-the-p<strong>and</strong>emic-changed-higher-education/<br />

Zakaria, F. (2021). Ten Lessons for a Post-P<strong>and</strong>emic World. New York: WW Norton <strong>and</strong> Co.<br />

Dr. Cary DiPietro<br />

Dean, <strong>Learning</strong>, <strong>Teaching</strong> <strong>and</strong> Scholarship,<br />

Centre for Faculty Development <strong>and</strong> <strong>Teaching</strong> <strong>Innovation</strong> (CFDTI)<br />

<strong>The</strong> theme of this year’s <strong>Teaching</strong> <strong>and</strong><br />

<strong>Learning</strong> <strong>Digest</strong> carries forward <strong>and</strong> builds<br />

upon the theme of the Faculty Summit that was<br />

held on June 3rd, 2022. <strong>The</strong> Summit was held<br />

virtually, as, at the time, we were still emerging<br />

from the fourth wave of the COVID-19 global<br />

p<strong>and</strong>emic. Many of us were beginning to<br />

experience a return to campus during the<br />

early days of the hybrid work pilot. We were<br />

reminded that many of our colleagues were<br />

already, <strong>and</strong> had been, teaching on campus<br />

through the p<strong>and</strong>emic following the brief full<br />

closure of campus.<br />

It was in the spirit of this disrupting of<br />

assumptions about “returning” to campus that<br />

the theme of the Summit was framed, as a<br />

re/TURN, a framing intended to invoke a sense<br />

of collective intervention <strong>and</strong> disruption of<br />

the idea of returning to normal. <strong>The</strong> Summit<br />

provided a way to engage our collective<br />

knowledge <strong>and</strong> experiences, the lessons<br />

learned, the hard work of developing different<br />

approaches to teaching <strong>and</strong> learning on the<br />

turn of a dime, <strong>and</strong> to pool together ideas <strong>and</strong><br />

strategies. It opened a space for reflection on<br />

what it means to reengage with our students<br />

<strong>and</strong> each other on campus, re/assembling,<br />

re/connecting, re/working, re/imagining, <strong>and</strong><br />

re/thinking how we teach <strong>and</strong> how our students<br />

learn. <strong>The</strong> Summit was an attempt to carry<br />

forward a few of the productive affordances<br />

of an otherwise tragic global p<strong>and</strong>emic, to<br />

document what we learned, <strong>and</strong> to consider<br />

how to put that into continued practice.<br />

A more unsettling disruption of normalcy,<br />

though, has resonated <strong>and</strong> continues to<br />

resonate in <strong>and</strong> beyond our responses to the<br />

COVID-19 p<strong>and</strong>emic. Resounding loudly in<br />

moments such as the murder of George Floyd<br />

in <strong>May</strong>, 2020 or the horrific discoveries of<br />

unmarked graves at residential school sites<br />

that continue across Canada. Shortly after<br />

Floyd’s murder, the scholar <strong>and</strong> poet Dionne<br />

Br<strong>and</strong> railed against the hypocrisy of the<br />

collective desire to get back to normal in a<br />

popular opinion piece for the Toronto Star,<br />

noting, “I’ve developed an aversion to the<br />

word normal…now I find it noxious” (Br<strong>and</strong>,<br />

2022). For Br<strong>and</strong>, “normal” is a condition<br />

of anti-Black <strong>and</strong> anti-Indigenous racism,<br />

of violence against women <strong>and</strong> racialized<br />

minorities, of homophobia, transphobia, <strong>and</strong><br />

white supremacy: who would want to get back<br />

to that normal, Br<strong>and</strong> asks, “to sit in it restfully,<br />

to mourn it, or to desire its continuance?”<br />

<strong>The</strong> Michi Saagiig Nishnaabeg scholar,<br />

educator, writer, <strong>and</strong> artist Leanne<br />

Betasamosake Simpson referenced Br<strong>and</strong>’s<br />

column in MacLean’s a few months later,<br />

noting that, while the Elders she worked with<br />

told their people to “go to the l<strong>and</strong>” during the<br />

p<strong>and</strong>emic, returning to the l<strong>and</strong> is difficult if<br />

not impossible for many Indigenous people:<br />

“In order to have a relationship to our territory<br />

we have to navigate ignored treaty rights,<br />

highways, provincial parks, farms, cottages<br />

<strong>and</strong> cottagers, cities, subdivisions <strong>and</strong> now<br />

parking lots, <strong>and</strong> trails full of p<strong>and</strong>emic hikers”<br />

(Betasamosake Simpson, 2020). <strong>The</strong> article<br />

10<br />


cites many examples during the p<strong>and</strong>emic when<br />

being on l<strong>and</strong> for Indigenous people was met<br />

with white violence, such as the experiences<br />

of Haudenosaunee l<strong>and</strong> defenders at 1492<br />

L<strong>and</strong> Back Lane in Caledonia, Ontario, lobster<br />

fishers of the Sipekne’katik First Nation,<br />

<strong>and</strong> many pipeline protestors in western<br />

Canada. Around the same time, the Mi’kmaq<br />

scholar <strong>and</strong> activist Pam Palmater was showing<br />

how the p<strong>and</strong>emic was being used to break<br />

up lawful protests at Wet’suwet’en <strong>and</strong> impede<br />

the investigations of murdered <strong>and</strong> missing<br />

Indigenous women <strong>and</strong> girls (2020). Where Br<strong>and</strong><br />

unsettles our assumptions about normalcy,<br />

Betasamosake Simpson <strong>and</strong> Palmater trouble<br />

the notion of a return, of movement on <strong>and</strong> over<br />

stolen l<strong>and</strong>, <strong>and</strong> geographies of violence.<br />

By way of preface to this issue of the <strong>Teaching</strong><br />

<strong>and</strong> <strong>Learning</strong> <strong>Digest</strong>, I want to offer two of my<br />

own disruptions of returning to normal, drawing<br />

on the more unsettling aspects noted by the<br />

writers above. While many of the amazing<br />

contributions in this edition of the <strong>Digest</strong><br />

rightfully celebrate the return to campus or<br />

use the experiences <strong>and</strong> knowledge gained of<br />

teaching <strong>and</strong> learning through the p<strong>and</strong>emic<br />

as productive interventions that challenge<br />

staid assumptions <strong>and</strong> lead to better <strong>and</strong> more<br />

inclusive practices, I want to linger for a moment<br />

on the more unsettling aspects <strong>and</strong> the tension<br />

<strong>and</strong> uneasiness they produce. For a moment,<br />

let’s consider instead how conflicts that predate<br />

the p<strong>and</strong>emic, <strong>and</strong> more specifically, dem<strong>and</strong>s<br />

for justice, continue to bubble up, unresolved,<br />

<strong>and</strong> bristle against our teaching <strong>and</strong> learning<br />

practices <strong>and</strong> environments.<br />

<strong>The</strong> first of these disruptions is to consider our<br />

return to campus in relation to our recognition<br />

or acknowledgement of L<strong>and</strong>: what does it<br />

mean to be able to come back to campus to<br />

teach, learn, <strong>and</strong> work together—on stolen<br />

l<strong>and</strong>? On the one h<strong>and</strong>, we might use this<br />

question to re-examine our positionality,<br />

recentre our commitments to the Calls<br />

to Action of the Truth <strong>and</strong> Reconciliation<br />

Commission, <strong>and</strong> meaningfully act upon the<br />

goals of Centennial’s Indigenous Strategic<br />

Framework. With the surging return of<br />

international students, we might consider<br />

how L<strong>and</strong> acknowledgement can be used as<br />

a teaching strategy <strong>and</strong> to situate learning in<br />

place on L<strong>and</strong>, <strong>and</strong> in the social <strong>and</strong> historical<br />

context of colonialism as we seek to decolonize<br />

our curricula <strong>and</strong> teaching practices.<br />

On the other h<strong>and</strong>, we might note that those<br />

interventions are predicated on a privilege<br />

of movement, of being able to lay claim to a<br />

place without it being contested, in this case,<br />

a place of learning. However we choose to<br />

position ourselves on campus, to acknowledge<br />

our place on L<strong>and</strong>, the dem<strong>and</strong>s for justice<br />

in relation to Indigenous l<strong>and</strong> rights <strong>and</strong><br />

sovereignty remain unresolved. I suspect<br />

many of us feel that uneasiness in reading<br />

the L<strong>and</strong> acknowledgement, even a sense of<br />

something approaching hypocrisy, when setting<br />

it alongside the colonial legacy of l<strong>and</strong> theft,<br />

the ongoing protests for L<strong>and</strong> Back, very real<br />

restrictions on the movement of Indigenous<br />

peoples, <strong>and</strong> the geographies of violence that<br />

surround us. Do we feel that same uneasiness<br />

when making a claim to the importance of<br />

being <strong>and</strong> learning on campus, of having that<br />

campus experience? It’s in this context that<br />

we should ask: what assumptions are we<br />

making about our own privilege of movement<br />

<strong>and</strong> sense of claim to place <strong>and</strong> that of our<br />

colleagues <strong>and</strong> students? How can we take<br />

that sense of urgency that some of us might<br />

have felt about getting back to in-person<br />

learning <strong>and</strong> apply it to the incompleteness<br />

of our work in realizing the goals of the<br />

Indigenous Strategic Framework?<br />

<strong>The</strong> idea of examining <strong>and</strong> interrogating the<br />

privileges we assume in returning to campus<br />

also opens up the possibility of a further<br />

disruption of normalcy, a disruption that helps<br />

to further uncover the systemic ableism of our<br />

teaching <strong>and</strong> learning environments. When the<br />

p<strong>and</strong>emic first happened <strong>and</strong> courses shifted<br />

to remote delivery, many disabled student<br />

groups noted that the interventions that were<br />

being made—increased flexibility, recording<br />

of lectures, providing course materials in the<br />

<strong>Learning</strong> Management System—had been the<br />

key dem<strong>and</strong>s of campus disability advocates<br />

for many years. <strong>The</strong> p<strong>and</strong>emic was a crisis of<br />

access to education on a large scale, <strong>and</strong> the<br />

irony was often noted that a shift in the culture<br />

of access was possible, that interventions<br />

could be put into practice effectively overnight,<br />

but only when they served the needs of the<br />

majority learner.<br />

At the same time, disabled students also noted<br />

how the shift to remote learning amplified<br />

barriers to access related to technology <strong>and</strong><br />

online learning (Loeppky, 2022). Even more so,<br />

because academic accommodations tend to be<br />

focused on the needs of disabled students in<br />

physical spaces on campus.<strong>The</strong> shift to remote<br />

learning had the effect of making the needs of<br />

disabled students less visible. At my previous<br />

institution, when we surveyed students<br />

about their learning experiences during the<br />

p<strong>and</strong>emic, many cited their own mental <strong>and</strong><br />

physical disabilities in relation to their individual<br />

learning needs. Writing from their homes, their<br />

bedrooms, their makeshift workspaces, what<br />

surfaced with immediacy <strong>and</strong> urgency were<br />

the many ways their learning experiences<br />

intersected with their lived experiences, as well<br />

as the intersectionality of disability with race,<br />

gender, <strong>and</strong> sexuality <strong>and</strong> material conditions<br />

such as food <strong>and</strong> housing insecurity. With the<br />

return to campus, while these needs persist,<br />

many students are concerned about losing the<br />

flexibility <strong>and</strong> accessibility that were put into<br />

place during the p<strong>and</strong>emic.<br />

Thinking through the lens of the needs<br />

of our diverse student populations, <strong>and</strong> in<br />

particular those of disabled students, has really<br />

crystallized how our teaching <strong>and</strong> learning<br />

environments are designed with normative<br />

assumptions about our students—that is,<br />

based on what we assume typical or normal<br />

students need or require. <strong>The</strong>se assumptions<br />

are ableist because they position the needs<br />

<strong>and</strong> experiences of disabled students as<br />

exceptional, requiring accommodation, <strong>and</strong><br />

intervention. <strong>The</strong> writer <strong>and</strong> activist Jay<br />

Dolmage has coined this particular br<strong>and</strong> of<br />

normative bias as academic ableism (2017).<br />

12<br />


Of course, most of us recognize <strong>and</strong><br />

underst<strong>and</strong> the diverse needs of our students,<br />

<strong>and</strong> we try to be accommodating as educators,<br />

exercising empathy <strong>and</strong> care towards our<br />

students. But as many faculty will know from<br />

their own experiences, empathy <strong>and</strong> care<br />

are very dem<strong>and</strong>ing, often adding a layer<br />

of emotional labour to the work of teaching<br />

<strong>and</strong> learning. Seeking to address the always<br />

pressing <strong>and</strong> diverse needs of our students<br />

one by one can lead to feelings of exhaustion<br />

<strong>and</strong> burn out. Accommodating the needs of our<br />

students individually, whether through a formal<br />

accommodations process or by way of our<br />

care <strong>and</strong> support as educators, is ultimately<br />

untenable. Ableism is systemic <strong>and</strong> requires a<br />

systemic response.<br />

Many faculty I know at Centennial are vocal<br />

advocates for Universal Design for <strong>Learning</strong><br />

(UDL), (please refer to CAST website for more<br />

information) <strong>and</strong> have used this moment of<br />

post-p<strong>and</strong>emic teaching <strong>and</strong> learning to amplify<br />

their work in UDL. Providing students with<br />

multiple means of engagement, representation,<br />

<strong>and</strong> action <strong>and</strong> expression builds flexibility<br />

<strong>and</strong> optionality into curriculum <strong>and</strong> learning<br />

experiences. Some means include using<br />

many of the technological interventions<br />

<strong>and</strong> strategies that were put in place during<br />

the p<strong>and</strong>emic. For many students, those<br />

interventions also minimize or forestall the<br />

need to disclose their disabilities or personal<br />

situations, which can feel embarrassing <strong>and</strong><br />

stigmatizing, <strong>and</strong> request accommodations<br />

for their specific needs. Integration of UDL is<br />

the kind of systemic change that’s needed,<br />

although it’s only one change <strong>and</strong> many more<br />

are also needed. UDL helps to level the playing<br />

field, making learning conditions more equal<br />

for all, but equality is not the same as equity<br />

<strong>and</strong> justice.<br />

So beyond taking up our call to UDL, how<br />

can we push a little further to reveal, address,<br />

<strong>and</strong> undo the harms of ableism? How can<br />

we redesign our learning environments <strong>and</strong><br />

experiences in ways that centre disability <strong>and</strong><br />

recognize its intersectionality? How might we<br />

shift from a model of disability that sees it as<br />

a condition, something that is exceptional,<br />

needing to be accommodated <strong>and</strong> deserving<br />

of our empathy <strong>and</strong> care, to a model in which<br />

disability is positively valued <strong>and</strong> celebrated<br />

as a way of being in the world <strong>and</strong> that<br />

brings with it knowledge <strong>and</strong> experience<br />

that strengthen <strong>and</strong> enrich our teaching <strong>and</strong><br />

learning environments?<br />

Centennial College is an incredible<br />

organization <strong>and</strong> is full of so many wonderfully<br />

knowledgeable <strong>and</strong> exceptional faculty <strong>and</strong><br />

support staff. I know that collectively we live<br />

our commitments to education for our diverse<br />

community of students every day. After three<br />

years of a global p<strong>and</strong>emic, it has been<br />

exciting this year to get back to doing what we<br />

do best—fostering communities of learning<br />

across our dynamic campuses <strong>and</strong> learning<br />

environments <strong>and</strong> providing students with the<br />

means to thrive in their learning journeys. But recalling Dionne Br<strong>and</strong>, who asks us to think about<br />

what “normal” means—the violence of normal—for Black, Indigenous, racial minority, gender <strong>and</strong><br />

sexually diverse, <strong>and</strong> disabled communities, I invite you to linger a little while longer in the discomfort<br />

<strong>and</strong> uneasiness of “returning to normal” <strong>and</strong> to work together to use this movement of returning to<br />

refuse normal, to instead seek to realize genuine equity <strong>and</strong> justice in our teaching <strong>and</strong> learning<br />

practices <strong>and</strong> environments.<br />

References<br />

A conversation with Pam Palmater on COVID, racism, <strong>and</strong> Indigenous communities. (2020).<br />

Women of Influence. https://www.womenofinfluence.ca/2020/06/22/a-conversation-with-pampalmater-on-covid-racism-<strong>and</strong>-indigenous-communities/<br />

Betasamosake Simpson, Leanne. (2020). <strong>May</strong> 2021 be the year l<strong>and</strong> is once again refuge for<br />

Indigenous people. MacLean’s. https://macleans.ca/opinion/may-2021-be-the-year-l<strong>and</strong>-is-onceagain-refuge-for-indigenous-people/<br />

Br<strong>and</strong>, Dionne. (2022). Dionne Br<strong>and</strong>: On narrative, reckoning <strong>and</strong> the calculus of living <strong>and</strong> dying.<br />

Toronto Star. https://www.thestar.com/entertainment/books/2020/07/04/dionne-br<strong>and</strong>-onnarrative-reckoning-<strong>and</strong>-the-calculus-of-living-<strong>and</strong>-dying.html<br />

Dolmage, Jay Timothy. (2017). Academic Ableism: Disability <strong>and</strong> Higher Education. Ann Arbor,<br />

Michigan: University of Michigan Press. https://www.press.umich.edu/9708722/academic_<br />

ableism/?s=description<br />

Loeppky, John. (2022). With the shift to online learning, students with disabilities face new barriers.<br />

MacLean’s. https://education.macleans.ca/feature/with-the-shift-to-online-learning-studentswith-disabilities-face-new-barriers/<br />

14<br />



THE re/TURN<br />

Dr. Zabedia Nazim<br />

Professor, <strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong>,<br />

Centre for Faculty Development <strong>and</strong> <strong>Teaching</strong> <strong>Innovation</strong> (CFDTI)<br />

In early 2019 the world changed when the<br />

COVID-19 p<strong>and</strong>emic swept across the<br />

globe. It had been approximately 100 years<br />

since the last p<strong>and</strong>emic, Influenza which was<br />

commonly referred to as the Spanish flu (1918-<br />

1919). Despite signs <strong>and</strong> prior warnings by<br />

the World Health Organization that we were<br />

due for a p<strong>and</strong>emic, the world was caught<br />

off guard.<br />

Overnight nations scrambled to secure<br />

their borders <strong>and</strong> halt the spread of<br />

COVID-19. Governments issued public health<br />

directives that included actions aimed at<br />

limiting physical contact as a way to control<br />

the spread of the virus. Social distancing,<br />

masking, <strong>and</strong> stay at home orders<br />

were just some of the measures being<br />

m<strong>and</strong>ated. Meanwhile, institutions responsible<br />

for providing essential goods <strong>and</strong> services,<br />

were charged with finding ways to quickly<br />

restructure their operations; this included<br />

postsecondary institutions.<br />

As postsecondary institutions restructured to<br />

operate from p<strong>and</strong>emic conditions, it exposed<br />

<strong>and</strong> exacerbated many of the existing cracks<br />

in the system. At the same time it opened<br />

up opportunities for those whom the existing<br />

education system had not worked for.<br />

As we emerge from the worst of the p<strong>and</strong>emic<br />

there has been a message that society must<br />

“return to normal”, which is a task that many<br />

institutions are struggling with given what has<br />

transpired, several realizing, that going back to<br />

their previous ways of operating is not possible<br />

given that these establishments have been<br />

fundamentally altered by the p<strong>and</strong>emic.<br />

In this article, I question the “return to normal”<br />

in higher education, <strong>and</strong> suggest that this push<br />

not only underestimates the ongoing impact<br />

of the p<strong>and</strong>emic, particularly on historically<br />

marginalized groups, but also minimizes the<br />

basic structural changes that have now taken<br />

root in institutions of higher learning. <strong>The</strong> paper<br />

argues that as we start to return we must<br />

reimagine the campus space in different <strong>and</strong><br />

multiple ways. This requires us to critically<br />

question the function of higher education,<br />

who it serves, <strong>and</strong> more importantly who it<br />

fails to serve. <strong>The</strong> paper points out that higher<br />

education is at a turning point where the cracks<br />

in the system, exposed by the p<strong>and</strong>emic,<br />

have presented an opportunity to envision<br />

education <strong>and</strong> specifically postsecondary<br />

campuses in more equitable <strong>and</strong> inclusive<br />

ways. However, to do so means we must<br />

begin to challenge hegemonic ideologies <strong>and</strong><br />

discourses that have sustained the dominant<br />

neoliberal system of education that privileges<br />

“the consumer” <strong>and</strong> individualizes failure<br />

<strong>and</strong> success.<br />

P<strong>and</strong>emic shifts in higher education<br />

With the p<strong>and</strong>emic, institutions around the<br />

world, including higher education, reconfigured<br />

their operations in order to continue to<br />

function. For most postsecondary institutions,<br />

the biggest change was the shift to a virtual or<br />

online environment. It was not that this was not<br />

already underway, but the scale <strong>and</strong> speed with<br />

which it was happening was unprecedented.<br />

<strong>The</strong> p<strong>and</strong>emic illustrated the advantages<br />

<strong>and</strong> disadvantages associated with online<br />

learning. For faculty <strong>and</strong> learners, the shift<br />

to online learning was not unexpected since<br />

postsecondary institutions had already<br />

embarked on this path. <strong>The</strong> p<strong>and</strong>emic,<br />

however, served to accelerate this<br />

transformation, <strong>and</strong> had the added advantage<br />

for senior educational administrator of<br />

quelling existing faculty <strong>and</strong> student union<br />

apprehension <strong>and</strong> critique associated with<br />

this move.<br />

Many of the concerns associated with<br />

virtual learning particularly around<br />

workload, accessibility, privacy, mental<br />

health, <strong>and</strong> pedagogy were realized<br />

during the p<strong>and</strong>emic. Overnight faculty<br />

workload mushroomed (Ashour et al.,<br />

2021). Meanwhile, faculty were confronted with<br />

growing concerns around academic integrity as<br />

well as how to protect their intellectual capital<br />

(Ashour et al., 2021, Burns, 2020, Hadfield &<br />

Summerby-Murray, 2021). <strong>The</strong>re were also<br />

pedagogical dilemmas such as how to teach<br />

applied skills or provide real world experiences<br />

in an online environment (Ashour et al.,<br />

2021, Blaskovits et al., <strong>2023</strong>, Deshmukh,<br />

2021). Zoom fatigue <strong>and</strong> worries about mental<br />

health (Deshmukh, 2021, Wang et al., 2022,<br />

Tremblay & Brunette, 2022) emerged as<br />

persistent concerns as faculty struggled to<br />

maintain work-life balance <strong>and</strong> engage learners<br />

online. Students also struggled with issues<br />

like privacy, workload, building meaningful<br />

social connections, <strong>and</strong> timely access to<br />

instructor support especially for asynchronous<br />

courses (Blaskovits et al., <strong>2023</strong>, Deshmukh,<br />

2021, Phillips, 2021, Tremblay & Brunette,<br />

16<br />


2022). Many international students had added<br />

problems created by firewalls <strong>and</strong> differing time<br />

zones (Deshmukh, 2021). Meanwhile internet<br />

access, b<strong>and</strong>width, <strong>and</strong> access to the<br />

necessary hardware for online learning<br />

became global challenges, particularly for<br />

the world’s poorest (Blaskovits et al., <strong>2023</strong>,<br />

Hadfield & Summerby-Murray, 2021, Phillips,<br />

2021). <strong>The</strong>se were just a h<strong>and</strong>ful of the<br />

multitude of problems that emerged from this<br />

forced global experiment in online learning.<br />

Alongside the challenges associated with<br />

online learning, there were many benefits<br />

that emerged, some expected <strong>and</strong> others<br />

unexpected. Perhaps the greatest benefit<br />

was the flexibility associated with online<br />

learning. <strong>Teaching</strong> <strong>and</strong> learning could now take<br />

place from anywhere <strong>and</strong> at any time, which<br />

for students contributed to greater control<br />

<strong>and</strong> self-regulation over the learning process<br />

(Ashour et al., 2021, Phillips, 2021). It also<br />

made education more accessible particularly<br />

for those who struggled with accessing oncampus<br />

learning (i.e. those with disabilities,<br />

with competing family <strong>and</strong> work responsibilities,<br />

international, rural <strong>and</strong> other students living far<br />

from campuses, etc…) (Ashour et al., 2021;<br />

Blaskovits et al., <strong>2023</strong>, Hadfield & Summerby-<br />

Murray, 2021, Phillips, 2021). For most<br />

people there was also the added<br />

advantage of the reduction in<br />

time <strong>and</strong> costs associated with<br />

commuting (Ashour et al., 2021,<br />

Blaskovits et al., <strong>2023</strong>, Phillips,<br />

2021). Factor in the environmental<br />

improvements associated with<br />

reduced commuting <strong>and</strong> the<br />

gains are global. Online learning<br />

also created opportunities for<br />

educators to challenge aspects<br />

of pedagogy that needed to be<br />

rethought <strong>and</strong> reimagined (Phillips<br />

2021). It created richer learning<br />

experiences associated with<br />

greater access <strong>and</strong> opportunities to<br />

collaborate with others, particularly<br />

expert professionals from around<br />

the world (Finch & Jacobs,<br />

2012). An unexpected benefit was the way<br />

online platforms like Zoom flattened out some<br />

of the existing hierarchies associated with<br />

physical classroom spaces (i.e., position of<br />

teacher at the front of the room, students<br />

situating themselves in either the back or<br />

front of the classroom based on whether they<br />

wanted to be seen <strong>and</strong>/or heard). <strong>The</strong> uniform<br />

Zoom grid classroom flattened out the<br />

traditional hierarchical classroom configuration,<br />

which enabled greater participation of students<br />

who would not have felt comfortable to<br />

participate in a physical classroom (Deshmukh,<br />

2021). Of course, this does not dismiss all the<br />

inequities associated with using Zoom or other<br />

online delivery platforms (i.e., accessibility,<br />

technological literacy, privacy, etc.).<br />

<strong>The</strong> results of current research on the<br />

experience of online learning during the<br />

p<strong>and</strong>emic are mixed <strong>and</strong> findings cannot<br />

be reduced to a balance sheet of pros<br />

<strong>and</strong> cons. When assessing this research<br />

<strong>and</strong> the lessons learned it is important<br />

to remember that the context of the<br />

p<strong>and</strong>emic was diverse, despite it being a<br />

global phenomenon. Institutions with more<br />

economic, social, cultural, <strong>and</strong> political capital<br />

were better able to navigate the barriers<br />

associated with a virtual teaching <strong>and</strong> learning<br />

environment. <strong>The</strong>y had better infrastructure,<br />

resources, <strong>and</strong> support for technology (Stack,<br />

2021). <strong>The</strong>re were also robust student<br />

services like mental health, <strong>and</strong> financial aid<br />

that students could access. Meanwhile, the<br />

diversity of learners meant there was<br />

not a common experience even among<br />

learners. For example, online learning created<br />

opportunities for those in rural locations to<br />

access education, but this was not the case<br />

for many Indigenous learners in rural areas<br />

who had limited access to internet, computers/<br />

laptops, <strong>and</strong> other technology <strong>and</strong> support<br />

(Blaskovits et al., <strong>2023</strong>).<br />

As we emerge from the p<strong>and</strong>emic the<br />

speed <strong>and</strong> scale of change of technology<br />

has not slowed despite the concerns<br />

exposed by the p<strong>and</strong>emic. <strong>The</strong> strides<br />

made in technology are here to stay <strong>and</strong><br />

will probably accelerate. Many want the<br />

benefits offered by technology to continue,<br />

but also want options for what technology<br />

could not provide. <strong>The</strong>re also needs to be<br />

a consideration of the disparities between<br />

different groups <strong>and</strong> how technology<br />

can both lessen <strong>and</strong> widen<br />

those disparities. For example,<br />

technology has increased access<br />

to education for learners from<br />

rural communities <strong>and</strong> other<br />

marginalized groups (i.e. those with<br />

chronic health conditions) but at<br />

the same time growing poverty<br />

particularly among students from<br />

historically marginalized groups has<br />

raised concerns about expenses<br />

associated with technology <strong>and</strong> good<br />

internet connections (Blaskovits,<br />

<strong>2023</strong>). <strong>The</strong>re is talk of postsecondary<br />

institutions becoming more “nimble”<br />

in the future, given that their world<br />

will likely experience more global<br />

crises due to further p<strong>and</strong>emics<br />

<strong>and</strong> the impacts of climate change<br />

(Deshmukh, 2021). As higher<br />

education gravitates more towards<br />

online learning this inevitably<br />

raises questions about the role of<br />

the campus.<br />

Role of the campus: Questioning space<br />

<strong>The</strong>re is a lot of discussion about the role of<br />

physical campus as postsecondary institutions<br />

seek to find the right balance between face-toface<br />

<strong>and</strong> virtual learning. In fact, in his research<br />

on the post p<strong>and</strong>emic university campus,<br />

Jay Deshmukh (2021) asks: “Has COVID-19<br />

killed the campus? He <strong>and</strong> other researchers<br />

suggest that it has not. In fact, educational<br />

scholars recognize that learning is not just<br />

formal, cognitive, <strong>and</strong> limited to classroom<br />

spaces. Rather, he notes that “learning takes<br />

place in the multiplicity of formal <strong>and</strong> informal<br />

interactions that occur frequently <strong>and</strong> naturally<br />

across the campus”. <strong>The</strong>se interactions<br />

contribute to the cognitive <strong>and</strong> social<br />

development of those who inhabit these<br />

institutional sites. If anything the p<strong>and</strong>emic<br />

taught us that there is inherent value in real<br />

<strong>and</strong> meaningful interpersonal engagement (i.e.,<br />

collegiality <strong>and</strong> well-being) that takes place on<br />

campuses (Blaskovits, <strong>2023</strong>; Deshmukh, 2021,<br />

Phillips, 2021).`<br />

18<br />


<strong>The</strong>re is value in this perspective but we<br />

must be careful not to romanticize campus<br />

life. University <strong>and</strong> college campuses were<br />

initially designed to cater to the experiences<br />

of young, white Anglo Saxon, heterosexual<br />

able-bodied, elite men. With the influx of more<br />

diverse bodies since the 1960s (i.e., women,<br />

older, non-white, middle, <strong>and</strong> working class,<br />

sexual <strong>and</strong> gender diverse people, etc.)<br />

these spaces have become slightly more<br />

malleable but not porous. For those who have<br />

felt like outsiders <strong>and</strong> whose histories have<br />

been erased from these sites <strong>and</strong> who lack<br />

institutional power that comes with economic,<br />

social, <strong>and</strong> cultural capital (i.e., contract<br />

workers, Indigenous, racialized minorities,<br />

poor, non-binary, disabled people) the campus<br />

is still an exclusionary place (Blaskovits<br />

et al., <strong>2023</strong>, Hampton 2020. Merculieff &<br />

Roderick, 2013) where their presence is often<br />

viewed as a disruption to the “normalcy” of<br />

these institutional spaces. Hence, campus<br />

life is fraught with barriers, tension, stress,<br />

anxiety, <strong>and</strong> feelings of loneliness <strong>and</strong> not<br />

belonging with many ending up on the fringes<br />

or margins of these establishments. In fact,<br />

the p<strong>and</strong>emic <strong>and</strong> the opportunity to work<br />

from “home” was a reprieve from these toxic<br />

environments. Additionally, the return to<br />

campus for many institutions assumes that all<br />

postsecondary students have had a presence<br />

on campus prior to the p<strong>and</strong>emic. This is not<br />

the case for some of the most marginalized<br />

learners (i.e., Indigenous learners on reserves,<br />

learners who are incarcerated) whose absence<br />

from the campus preceding the p<strong>and</strong>emic has<br />

not been a matter of great concern <strong>and</strong> whose<br />

needs as these institutions plan for the return<br />

continue to be ignored or not addressed with<br />

the same level of urgency.<br />

Besides recognizing that not all individuals<br />

<strong>and</strong> groups have found learning on campus<br />

to be smooth, enjoyable, or even an option,<br />

the return to campus must also factor in that<br />

for many people, particularly those from<br />

marginalized groups, the consequences<br />

associated with the p<strong>and</strong>emic are still<br />

present, <strong>and</strong> in some cases have been<br />

further exacerbated, making the return to<br />

campus challenging. For example, many<br />

international students continue to struggle<br />

with crossing borders (i.e., visa backlogs <strong>and</strong><br />

navigating immigration systems made more<br />

complicated by the p<strong>and</strong>emic) (Deshmukh,<br />

2021). Countless people around the world<br />

who struggled economically before <strong>and</strong><br />

during the p<strong>and</strong>emic continue to do so, with<br />

many finding that despite the lifting <strong>and</strong>/or<br />

easing of p<strong>and</strong>emic restrictions their socioeconomic<br />

conditions have worsened due not<br />

just to a sluggish economy or high inflation,<br />

but also because of ongoing neoliberal<br />

economic cost cutting measures imposed on<br />

workers (Blaskovits, <strong>2023</strong>). This has had a<br />

ripple effect, from poor <strong>and</strong> middle-income<br />

families in the global South incurring greater<br />

debt to send their children to postsecondary<br />

institutions in the global North, to students<br />

(<strong>and</strong> contract employees) working multiple<br />

precarious jobs to secure housing, food, <strong>and</strong><br />

other basic necessities.<br />

<strong>The</strong> list of systemic inequities that have<br />

been exacerbated by the p<strong>and</strong>emic cannot<br />

be ignored when envisioning a return to<br />

campus. Neither must the solutions to these<br />

structural issues be reduced to the level of<br />

individual issues. For example, the state of<br />

student’s mental health was a concern that<br />

preceded the p<strong>and</strong>emic, but was exponentially<br />

worsened by it. <strong>The</strong> p<strong>and</strong>emic exposed the<br />

chronic underfunding of mental health not just<br />

in education but in the wider society (Tremblay<br />

& Brunette, 2022). <strong>The</strong> link between mental<br />

health <strong>and</strong> issues like student performance,<br />

retention, engagement, <strong>and</strong> other indicators of<br />

academic success has been well-established<br />

in the research literature (Shankar & Park,<br />

2016, Storie et al., 2010). However, the<br />

growing stream of research (Checa-Domene<br />

et al., 2022, Vizoso Gómez & Arias-Gundín,<br />

2019) that focus on the relationship between<br />

mental health <strong>and</strong> individual mindsets, traits,<br />

<strong>and</strong> competencies like self-esteem, optimism,<br />

emotional intelligence, <strong>and</strong> resilience fail to<br />

deal with many of the structural root causes<br />

of mental health (i.e., poverty, patriarchy,<br />

20<br />


sexism, racism, homophobia, transphobia,<br />

colonialism, etc.) that continue to organize<br />

our societies <strong>and</strong> its institutions, including<br />

education. When structural factors are not<br />

taken into account, initiatives aimed at<br />

addressing mental health are left wanting <strong>and</strong><br />

benefit those who are already privileged by the<br />

system (Tremblay & Brunette, 2022).<br />

For example, the benefits of nature on<br />

mental health are well documented. Wang et<br />

al., (2022) research on the restorative<br />

nature of campus green spaces argues that<br />

envisioning post p<strong>and</strong>emic campus green<br />

space, university administrators should pay<br />

closer attention to students’ use of outdoor<br />

spaces. However, without consideration of<br />

how students’ social identities (i.e., race,<br />

class, gender, disability, etc…), <strong>and</strong> their<br />

intersections with structural issues (i.e.,<br />

poverty, racism, sexism, etc.), impact their<br />

use of green space, only those already<br />

privileged by the existing design of campus<br />

green spaces will garner the mental health<br />

<strong>and</strong> other benefits associated with it. This is<br />

especially troubling since research on mental<br />

health has found that cultural identity <strong>and</strong><br />

belonging to a marginalized minority group<br />

appears to be a factor associated with greater<br />

risk of mental health problems because these<br />

groups experience more socio-economic<br />

inequalities <strong>and</strong> discrimination (Srivastava &<br />

Srivastava, 2019).<br />

“<strong>The</strong> return to normal is too low a st<strong>and</strong>ard”<br />

<strong>The</strong> fact that our existing system of higher<br />

education exacerbates inequities must be<br />

considered not just in the matter of the return<br />

to campus but in the larger context of a return<br />

to a system of higher education that has<br />

privileged only a select few. Boettcher et al’s.,<br />

(2020) article on building new <strong>and</strong> better post<br />

p<strong>and</strong>emic support for Student Affairs graduate<br />

students reveal how academic programs create<br />

challenges for economically marginalized<br />

students For example, not only is there the<br />

financial burden of textbooks <strong>and</strong> academic<br />

fees, but also the financial loss incurred from<br />

unpaid but required practicum <strong>and</strong> internship<br />

hours. This results in students who need<br />

additional employment working multiple jobs,<br />

putting them at a disadvantage, with less time<br />

to devote to their studies or to be involved in<br />

activities that would build their professional<br />

capital <strong>and</strong> bolster their resume.<br />

Boettcher et al., (2020) exposed how the<br />

p<strong>and</strong>emic afforded opportunities to do things<br />

differently as a matter of necessity, which<br />

inadvertently reduced some of the existing<br />

inequities in the system. For example, the<br />

expenses associated with professional<br />

activities like conferences are often a barrier<br />

for students, contract faculty, <strong>and</strong> other<br />

economically marginalized groups. It is not<br />

just the fees associated with these events,<br />

but travel <strong>and</strong> other incidental costs (i.e. food,<br />

lodging, <strong>and</strong> childcare). <strong>The</strong> shift to online<br />

conferences lessened the financial burden<br />

associated with these events <strong>and</strong> opened up<br />

opportunities for those more economically<br />

marginalized groups to benefit from these<br />

events. Boettcher et al’s., (2020) central<br />

message is that returning “to normal” is too<br />

low a st<strong>and</strong>ard <strong>and</strong> that as institutions of<br />

higher learning transition to a post-p<strong>and</strong>emic<br />

environment there is an opportunity to “create<br />

transformative change to what is possible <strong>and</strong><br />

better in the future”.<br />

Conclusion<br />

<strong>The</strong> p<strong>and</strong>emic has presented new challenges<br />

for higher education, but it has also opened<br />

new avenues of possibilities. Particularly, for<br />

rethinking modes of delivery <strong>and</strong> possible<br />

transformations to postsecondary campuses<br />

(Ashour et al., 2021). As the l<strong>and</strong>scape of<br />

higher education continues to evolve, new<br />

planning <strong>and</strong> design perspectives look to reenvision<br />

university <strong>and</strong> college campuses, <strong>and</strong><br />

more broadly, higher education. <strong>The</strong>re seems<br />

to be a general consensus in the research<br />

literature that the postsecondary campus will<br />

not disappear with the growing presence of<br />

online learning. Instead, the shape <strong>and</strong> form<br />

campuses will take may be different from what<br />

most look like now. In his article, “Speculations<br />

on the post-p<strong>and</strong>emic university campus - a<br />

global inquiry” Deshmukh (2021) argues that<br />

“Forward-looking schools are reimagining<br />

campuses as a series of agile, multifunctional<br />

spaces with robust, scalable, flexible, techenabled<br />

infrastructure which include variation<br />

in occupancy <strong>and</strong> rules of habitation, based on<br />

public health <strong>and</strong> big-weather events.”<br />

<strong>The</strong> p<strong>and</strong>emic serves as a watershed moment<br />

having exposed many of the cracks with the<br />

existing education system. <strong>The</strong> possibilities<br />

of more inclusive <strong>and</strong> equitable campuses<br />

<strong>and</strong> systems of higher education would<br />

mean taking into account the diversity of its<br />

users <strong>and</strong> centring the voices, experiences,<br />

<strong>and</strong> lived realities of those who have been<br />

historically marginalized from these sites<br />

of higher learning (Blaskovits et al., <strong>2023</strong>,<br />

Stack, 2021). For example, Blaskovits (<strong>2023</strong>)<br />

contends that pre-existing gaps in academic<br />

achievement between Indigenous <strong>and</strong> non-<br />

Indigenous students may widen if specific<br />

attention is not paid to the differential impacts<br />

of the p<strong>and</strong>emic.<br />

Without structural changes to higher education<br />

that starts from the margins, with those who<br />

are often invisible when it comes to who <strong>and</strong><br />

what counts at institutions of higher learning,<br />

the possibilities for transforming higher<br />

education will simply amplify an already<br />

inequitable system.<br />

22<br />


References<br />

Ashour, S, El-Refae, G.A., & E. Zaitoun (2021). Post-p<strong>and</strong>emic higher education: Perspectives from<br />

university leaders <strong>and</strong> educational experts in the United Arab Emirates. Higher Education for the<br />

Future, 8(2): 219-238.<br />

Blaskovits, F., Bayoumi, I., Davison, C., Watson, A., & E. Purkey (<strong>2023</strong>). Impacts of the COVID-19<br />

p<strong>and</strong>emic on life <strong>and</strong> learning experiences of Indigenous <strong>and</strong> non-Indigenous university <strong>and</strong><br />

college students in Ontario, Canada: a qualitative study. BMC Public Health: 23-96.<br />

Boettcher, M.L., Adelson, L., Jamison, A., & D. Kniess (2020). About Campus. September-October:<br />

15-19.<br />

Burns, R. (2020). A COVID-19 panacea in digital technologies? Challenges for democracy <strong>and</strong> higher<br />

education. Dialogues in Human Geography, 10(2), 246-249.<br />

Checa-Domene. L., De La Rosa, A.L., O. Gavin-Chocano. (2022). Students at risk: Self-esteem,<br />

optimism <strong>and</strong> emotional intelligence in post-p<strong>and</strong>emic times? International Journal of<br />

Environmental Research <strong>and</strong> Public Health. 19, 12499: 2-11.<br />

Storie, K., Ahern, K., & Tuckett, A. (2010). A systematic review: Students with mental health problems<br />

- A growing problem. International Journal of Nursing Practice, 16(1), 1-6.<br />

Stack, M. (2021). Responding to the COVID-19 p<strong>and</strong>emic: University rankings or co-operatives as a<br />

strategy for developing an equitable <strong>and</strong> resilient post-secondary education sector. International<br />

Review of Education. 67: 127-144.<br />

Tremblay, L., & Brunette, M. (2022). Ensuring the success <strong>and</strong> engagement of university students in<br />

times of p<strong>and</strong>emic: <strong>The</strong> issues of mental health. Diversity of Research in Health Journal, Vol. 5:<br />

2-14.<br />

Vizoso Gómez, Carmen, & Arias-Gundín, Olga. (2018). Resiliencia, optimismo y burnout académico<br />

en estudiantes universitarios. European Journal of Education <strong>and</strong> Psychology. 11. 47-59.<br />

10.30552/ejep.v11i1.185.<br />

Wang, H., Manningtyas, R.T., Luo, S., Danniswari, D., & K. Furuya. (2022). Impact of COVID-19<br />

p<strong>and</strong>emic on university students’ use of campus green space <strong>and</strong> recommendations for<br />

post-epidemic green space management. <strong>The</strong> 6th International Symposium of Sustainable<br />

L<strong>and</strong>scape Development. IOP Conference Series: Earth <strong>and</strong> Environmental Science. 1-10.<br />

Deshmukh, J. (2021). Speculations on the post-p<strong>and</strong>emic university campus - a global inquiry.<br />

International Journal of Architectural Research, 15(1): 131-147.<br />

Finch, D., & Jacobs, K. (2012). Online education: Best practices to promote learning. In Proceedings<br />

of the Human Factors <strong>and</strong> Ergonomics 56th Annual Meeting.<br />

Hadfield, A., & Summerby-Murray, R., (2021). International education: post-p<strong>and</strong>emic imperatives for<br />

Canada <strong>and</strong> the United Kingdom, <strong>The</strong> Roundtable. <strong>The</strong> Commonwealth Journal of International<br />

Affairs. 110:2, 272-273.<br />

Hampton, Rosalind (2020) Black Racialization <strong>and</strong> Resistance at an Elite University, Toronto:<br />

University of Toronto Press.<br />

Merculieff, Larry & Libby Roderick (2013) Stop Talking: Indigenous Ways of <strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong><br />

<strong>and</strong> Difficult Dialogues in Higher Education, Anchorage: University of Alaska Anchorage.<br />

Phillips, H.N. (2021). Re-imagining higher education: A cohort of teachers’ experiences to face the<br />

‘new normal’ during COVID-19. International Journal of Educational Research Open, Vol. 2: 1-7.<br />

Son, C., Hegde, S., Smith, A., Wang, X., & Farzan, S. (2020). Effects of COVID-19 on college<br />

students’ mental health in the United States: Interview survey study. Journal of Medical Internet<br />

Research, 22(9), e21279. Doi: 10.2196/21279.<br />

Srivastava, R., & Srivastava, R. (2019). Impact of cultural identity on mental health in post-secondary<br />

students. International Journal of Mental Health <strong>and</strong> Addiction, 17, 520-530.<br />

Stack, Michelle (2021) Responding to the COVID-19 p<strong>and</strong>emic: University rankings or co-operatives<br />

as a strategy for developing <strong>and</strong> equitable <strong>and</strong> resilient post-secondary education sector.<br />

International Review of Education, 67: 127-144.<br />

Shankar, N.L., & Park, C.L. (2016). Effects of stress on students’ physical <strong>and</strong> mental health <strong>and</strong><br />

academic success. International Journal of School <strong>and</strong> Educational Psychology, 4(1), 5-9.<br />

24<br />




Global <strong>and</strong> institutional trends<br />

Dr. Sowmya Kishore<br />

Professor, <strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong>,<br />

Centre for Faculty Development <strong>and</strong> <strong>Teaching</strong> <strong>Innovation</strong> (CFDTI)<br />

An enormous amount of data has been<br />

captured <strong>and</strong> studied since our emergence<br />

from the p<strong>and</strong>emic. National surveys have<br />

found a shifting focus to “working to live” rather<br />

than “living to work,” <strong>and</strong> this includes student<br />

voices. This watershed moment for digital<br />

learning at Canadian postsecondary institutions<br />

is making it clear that the lasting impacts of<br />

such shifts will continue to drive change in the<br />

years to come. Having witnessed a wealth of<br />

innovation in the field of education, several<br />

experts <strong>and</strong> studies suggest that many of these<br />

innovations will likely outlast the p<strong>and</strong>emic<br />

(Roth et al., <strong>2023</strong>).<br />

Educational research was predominantly<br />

focused on class or course levels, rarely could<br />

we scan how online delivery worked across<br />

programs or across institutions. Now, there<br />

is an unprecedented agreement about the<br />

direction of higher education, in terms of<br />

teaching modes. It appears, the world has<br />

not gone back to square one, it has settled<br />

somewhere in between, a “blended future”.<br />

<strong>The</strong> COVID-19 p<strong>and</strong>emic forced almost<br />

everyone on earth online, creating a<br />

r<strong>and</strong>omized trial with a control group so<br />

big, it was a researcher’s wildest dream.<br />

—NY Times.<br />

We take a look at some of the key trends<br />

<strong>and</strong> lessons learned from such data, before<br />

focusing on our own institutional findings<br />

from the shift in modality across schools<br />

at Centennial.<br />

What we learned<br />

• Online research grew: it was like action<br />

research on steroids, a type of scholarship<br />

that examines an activity in progress.<br />

• Class size matters: large introductory<br />

classes with 100+ students benefit<br />

(thanks to chats <strong>and</strong> virtual feedback)<br />

while students in small elective classes<br />

like it less (reduced opportunity for<br />

face-to-face discussion).<br />

• Focus on health <strong>and</strong> wellness:<br />

heightened emphasis on work-life<br />

balance, burnout, camaraderie, <strong>and</strong><br />

support. Educational technology impacts<br />

student <strong>and</strong> faculty!<br />

• Variety of online resources <strong>and</strong> activities:<br />

no matter the modality, students are<br />

looking for flexibility, social interaction, <strong>and</strong><br />

academic engagement.<br />

• Device access does not mean equity:<br />

learners with disabilities <strong>and</strong> those<br />

with life situations are often left<br />

out. Assistive technology usage has<br />

increased for even those not reporting a<br />

disability need, ex. video captions.<br />

We have come to realize more intentionally<br />

that students are people with complex learning<br />

needs <strong>and</strong> goals. Completing a diploma or<br />

degree is the most common way survey<br />

respondents define a successful higher<br />

education experience, but it was found, they<br />

are also hoping to secure a job, achieve<br />

personal growth, secure a high salary, <strong>and</strong><br />

much more!<br />

Let’s accept, the online versus face-to-face<br />

dichotomy is being disrupted, <strong>and</strong> this reflects<br />

the increased interest in teaching <strong>and</strong> learning<br />

online <strong>and</strong> via hybrid modes, even prior to<br />

the p<strong>and</strong>emic.<br />

Post-p<strong>and</strong>emic trends in Canadian higher<br />

educational l<strong>and</strong>scape<br />

• Faculty Professional Development: nearly<br />

all institutions are expected to provide<br />

support <strong>and</strong> training in the areas of effective<br />

use of the institution’s learning management<br />

system (LMS), teaching with technology,<br />

alternative assessment techniques using<br />

digital technologies, funding, <strong>and</strong> resources<br />

for faculty to use innovative technologies in<br />

their courses.<br />

• Renewed Investment: in technology<br />

infrastructure, open educational resources<br />

(OER) <strong>and</strong> Instructional Design for online<br />

course development.<br />

• Increase in internationalization: despite a<br />

slump during the p<strong>and</strong>emic, this figure is<br />

estimated to jump to three million by 2030.<br />

• Inclusive pedagogy: to create equitable,<br />

responsive learning environments that offer<br />

personalized learning approaches for the<br />

diverse student body.<br />

• Focus on micro-credentials <strong>and</strong> soft skill<br />

developments: including teamwork ability,<br />

creativity, interdisciplinary knowledge,<br />

interpersonal communication, <strong>and</strong><br />

cross-cultural competencies.<br />

Challenges that still need attention<br />

• Quality assurance <strong>and</strong> learner engagement.<br />

• Universal Design for <strong>Learning</strong> (UDL)<br />

integration in courses <strong>and</strong> services.<br />

• H<strong>and</strong>s-on, experiential learning, virtual<br />

work-integrated learning placements.<br />

• Creating community <strong>and</strong> opportunities for<br />

learners to get to know one another.<br />

• Just-In-Time training <strong>and</strong> support <strong>and</strong><br />

curation of asynchronous material.<br />

How did Centennial students re/TURN?<br />

We looked at student choices in modality<br />

by analyzing the changing numbers since<br />

early 2022, as seen in the charts that<br />

follow. In comparing domestic <strong>and</strong> international<br />

student markets, the proportion of Hybrid<br />

has continued to increase while that of inperson<br />

has dropped significantly from Fall<br />

2020. However, an interesting trend shows that<br />

more students have switched back to in-person<br />

since 2022.<br />

26<br />


Percentage of in-person modality by school (Domestic)<br />

<strong>The</strong> percentage of hybrid modality in different schools is unstable. That of in-person for domestic<br />

dropped significantly since Fall 2020, with SOT numbers higher than other schools.<br />

Distribution of registration by modality (International)<br />

After Fall 2020, only a small number of international students chose pure in-person<br />

modality with hybrid having become the top choice since 2022.<br />

Percentage of online modality by school (Domestic)<br />

Pure online numbers for SOT, SCHS, <strong>and</strong> SCMAD were lower than other schools, with<br />

the proportion in Fall being lower than in Summer, <strong>and</strong> Winter (2022).<br />

Percentage of hybrid modality by school (International)<br />

<strong>The</strong> percentage of hybrid modality in different schools is unstable, with that of SOA<br />

being much lower than other schools.<br />

28<br />


Percentage of in-person modality by school (International)<br />

<strong>The</strong> proportion of in-person at SOA is much higher than other schools, <strong>and</strong><br />

after 2021, only a small number of international students chose the pure inperson<br />

modality (except for SOA students).<br />

Clearly, there has been <strong>and</strong> will remain a preference for online <strong>and</strong> hybrid learning as alternatives<br />

to mainstream in-person classroom delivery. However, studies yielding evidence-based planning for<br />

strategic changes that minimize disruption to in-person teaching, learning, or h<strong>and</strong>s-on training, will<br />

only surface in time (Mundy <strong>and</strong> Gallagher-Mackay 2022, Roth et al., <strong>2023</strong>). Despite the decrease<br />

in fieldwork or clinical exposures <strong>and</strong> massive shifts to online modalities, many studies point to a<br />

perceived increase in skills (virtual teaching, support, consult, customer care, ex. telemedicine),<br />

flexibility, <strong>and</strong> student-centred care.<br />

As seen around the globe <strong>and</strong> at our own institution, there is a growing appetite for flexible learning<br />

models from learners <strong>and</strong> instructors alike, <strong>and</strong> this reality is here to stay. Models that can tap into<br />

increased access, engagement, collaboration, <strong>and</strong> nurturing of communities can meaningfully support<br />

<strong>and</strong> celebrate student learning experiences in a variety of learning spaces. <strong>The</strong> p<strong>and</strong>emic will become<br />

a thing of the past, yet, ironically, human efforts to return to the ‘new normal’, aka pre-p<strong>and</strong>emic<br />

teaching <strong>and</strong> learning methods, will also prevail. As educators, we must consciously consider newer<br />

alternatives that incorporate successful innovations <strong>and</strong> be willing to experiment <strong>and</strong> improvise by<br />

welcoming all stakeholders to such dialogue.<br />

References<br />

Modality charts <strong>and</strong> analyses provided by Centennial College’s Data Analytics <strong>and</strong> Research Office<br />

(DARO).<br />

Percentage of online modality by school (International)<br />

Most of TBS <strong>and</strong> SHTCA students chose pure online modality from Fall 2020<br />

to Summer 2021. <strong>The</strong> proportion of pure online has dropped significantly<br />

since 2022.<br />

2022 Students <strong>and</strong> Technology Report: Rebalancing the Student Experience. (n.d.). www.educause.<br />

edu. https://www.educause.edu/ecar/research-publications/2022/students-<strong>and</strong>-technologyreport-rebalancing-the-student-experience/introduction-<strong>and</strong>-key-findings<br />

Canadian higher education post-p<strong>and</strong>emic. (n.d.). Feedbackfruits.com. Retrieved March 21, <strong>2023</strong>,<br />

from https://feedbackfruits.com/blog/canadian-higher-education-post-p<strong>and</strong>emic-investing-in-aquality-inclusive-<strong>and</strong>-flexible-education#the-top-trends-that-drive-canadian-higher-education<br />

Johnson, N., <strong>and</strong> Seaman, J. (n.d.). Tracking the Impacts of the P<strong>and</strong>emic on Digital <strong>Learning</strong><br />

in Ontario. Retrieved March 21, <strong>2023</strong>, from https://www.ecampusontario.ca/wp-content/<br />

uploads/2022/04/2021-CDLRA-Ontario-Report-March-2022.pdf<br />

Marcus, J. (2022, October 6). With Online <strong>Learning</strong>, “Let’s Take a Breath <strong>and</strong> See What Worked <strong>and</strong><br />

Didn’t Work.” <strong>The</strong> New York Times. https://www.nytimes.com/2022/10/06/education/learning/<br />

online-learning-higher-education.html<br />

‌Mundy, D. K., <strong>and</strong> Gallagher-Mackay, D. K. (2021, <strong>May</strong> 12). <strong>Learning</strong> Our Way Out of the P<strong>and</strong>emic.<br />

EdCan Network. https://www.edcan.ca/articles/learning-our-way-out-of-the-p<strong>and</strong>emic/<br />

Roth, L. T., Mogilner, L., Talib, H., Silver, E. J., <strong>and</strong> Friedman, S. (<strong>2023</strong>). Where Do We Go from<br />

here? Post-p<strong>and</strong>emic Planning <strong>and</strong> the Future of Graduate Medical Education. Medical Science<br />

Educator. https://doi.org/10.1007/s40670-023-01737-8<br />

‌Ontario <strong>Learning</strong> During the COVID-19 P<strong>and</strong>emic: Experiences of Ontario First-year Postsecondary<br />

Students in 2020–21 – Higher Education Quality Council of Ontario. (n.d.). https://heqco.ca/pub/<br />

ontario-learning-during-the-covid-19-p<strong>and</strong>emic-experiences-of-ontario-first-year-postsecondarystudents-in-2020-21/<br />

30<br />


e/CENTRE<br />

As students return, they<br />

bring with them experiences<br />

<strong>and</strong> challenges that can be<br />

different from what they faced<br />

pre-p<strong>and</strong>emic. <strong>The</strong> str<strong>and</strong><br />

re/CENTRE focuses on the<br />

experiences <strong>and</strong> challenges<br />

that students may have<br />

as they return. How can<br />

we, as a faculty, create<br />

flexible <strong>and</strong> inclusive<br />

learning environments that<br />

centre student voices <strong>and</strong><br />

current realities?<br />

32<br />



Essential social skills that are<br />

learned in face-to-face environments<br />

are now lacking in students because<br />

they have not had an opportunity to<br />

develop them.<br />

<strong>The</strong>re are still barriers to learning<br />

<strong>and</strong> to return for international,<br />

domestic <strong>and</strong> marginalized students<br />

(economic, relocation, social).<br />

Faculty need to get to know<br />

their students; they need to build<br />

community <strong>and</strong> trust.<br />

re/CENTRE<br />

How do we convince students to<br />

return to classes for courses that<br />

can be taught online? We need a<br />

more critical <strong>and</strong> inclusive decisionmaking<br />

process when making<br />

decisions about the return.<br />

Students lives are more complex<br />

now than pre-p<strong>and</strong>emic students <strong>and</strong><br />

the flexibility of learning online has<br />

allowed them to better manage their<br />

more complex lives.<br />

Many faculty <strong>and</strong> students aren’t<br />

keen to return due to health/<br />

anxiety/other issues that weren’t<br />

present pre-p<strong>and</strong>emic.<br />


Rethinking research with First Nations communities<br />

Jennifer Easter<br />

Librarian, School of Community <strong>and</strong> Health Services (SCHS)<br />

<strong>and</strong> School of Transportation (SOT)<br />

In November 2022, 10 participants from<br />

Centennial’s Library <strong>and</strong> <strong>Learning</strong> Centres<br />

(LLC) <strong>and</strong> Centre for Faculty Development<br />

<strong>and</strong> <strong>Teaching</strong> <strong>Innovation</strong> (CFDTI) signed<br />

up to complete the Fundamentals of OCAP<br />

course offered by the First Nations Information<br />

Governance Centre (FNIGC). Developed <strong>and</strong><br />

delivered in partnership with Algonquin College,<br />

Fundamentals of OCAP is the FNIGC’s first<br />

online training program. <strong>The</strong> course is a<br />

comprehensive review of the principles of<br />

OCAP—Ownership, Control, Access, <strong>and</strong><br />

Possession—in regards to the “collection, use<br />

<strong>and</strong> disclosure of data or information regarding<br />

First Nations” (Algonquin College <strong>and</strong> First<br />

Nations Information Governance Centre, n.d.).<br />

<strong>The</strong> course was an opportunity for participants<br />

to study these principles in-depth, to engage<br />

<strong>and</strong> (for some participants) reengage in these<br />

principles, <strong>and</strong> consider how they apply<br />

to Indigenous research <strong>and</strong> their work at<br />

Centennial. This work aligns with Centennial’s<br />

Indigenous Strategic Framework which<br />

supports the undertaking of research <strong>and</strong><br />

scholarship that acknowledges Indigenous<br />

research practices. Over the course of seven<br />

asynchronous modules, participants learned<br />

about the principles of OCAP, the harm that<br />

can be done to a First Nations community<br />

when OCAP principles are not applied to<br />

research, <strong>and</strong> how OCAP principles can<br />

be applied to create a research project<br />

that supports both First Nations <strong>and</strong> the<br />

researchers, among other topics.<br />

34<br />


To supplement their learning in this asynchronous course, participants joined in optional online<br />

meetings for discussions of the course content, led by facilitator <strong>and</strong> Centennial’s Copyright<br />

librarian, Shelby Thaysen. This was an opportunity for participants to connect, <strong>and</strong> in some cases<br />

reconnect! Pre-p<strong>and</strong>emic, online meetings to discuss the course content may not have been feasible<br />

for many participants, but in our new learning environment it allowed for the group, represented<br />

by members across departments, to gather in an online space <strong>and</strong> have discussions. This was a<br />

space for participants to clarify <strong>and</strong> reflect on the course content, to ask questions, to learn from<br />

multiple perspectives, <strong>and</strong> finally to be accountable for their learning. A potential goal of completing<br />

the program, identified by one of the participants, is to build capacity at the college in regards to<br />

References<br />

Algonquin College <strong>and</strong> First Nations Information Governance Centre. (n.d.-a).<br />

Module 1: What is OCAP? Participant notes. http://corporatetraining.algonquincollege.com<br />

Algonquin College <strong>and</strong> First Nations Information Governance Centre. (n.d.-b). Welcome to<br />

Fundamentals of OCAP, FNIGC’s first online training program.<br />

http://corporatetraining.algonquincollege.com<br />

36<br />

knowledge of the OCAP principles. <strong>The</strong>se meetings<br />

resulted in rich discussions regarding how historically<br />

First Nations communities have been treated in regards<br />

to research studies, how that has changed <strong>and</strong> is<br />

continuing to change, <strong>and</strong> how we can move forward in<br />

our work respecting <strong>and</strong> applying the OCAP principles.<br />

This work is ongoing <strong>and</strong> immensely valuable, <strong>and</strong><br />

is for anyone who is interested in research or data<br />

management or simply wants to learn more about<br />

how they can support Centennial’s ongoing work<br />

of reconciliation. For members of the Centennial<br />

community that are interested in completing the<br />

Fundamentals of OCAP course, according to the<br />

FNIGC’s website, the course is currently undergoing an<br />

update <strong>and</strong> will be available again soon. To learn more,<br />

please visit the FNIGC’s website.<br />

<strong>The</strong>se meetings resulted in<br />

rich discussions regarding<br />

how historically First Nations<br />

communities have been<br />

treated in regards to research<br />

studies, how that has<br />

changed <strong>and</strong> is continuing<br />

to change, <strong>and</strong> how we can<br />

move forward in our work<br />

respecting <strong>and</strong> applying the<br />

OCAP principles.<br />



A poem for students<br />

Joanne Dominico<br />

Student <strong>Learning</strong> Strategist, Libraries<br />

Are you ready?<br />

I’m sorry to say this but you’re likely not<br />

It’s not your fault though<br />

you’ve just never been taught<br />

the tools you need to succeed<br />

So you have no clue<br />

You have no idea what you’re supposed to do<br />

And when you’re at the bottom about to embark on your climb,<br />

the journey ahead seems to last for miles<br />

Your goals so out of reach<br />

With so much working against you<br />

<strong>The</strong> constant distractions<br />

<strong>The</strong> sheer workload volume<br />

<strong>The</strong> distractions that eat the clock<br />

And make time disappear<br />

Your lack of motivation<br />

Your disorganization<br />

Your thoughts being hijacked by fear<br />

You’re nowhere near ready<br />

Your climb is weighed down with a backpack full of burdens<br />

Like messed up sleep <strong>and</strong> other life hurdles<br />

Competing priorities<br />

<strong>and</strong> a lack of ambition<br />

No time for exercise <strong>and</strong> poor nutrition<br />

But do you realize your climb doesn’t have to be this hard?<br />

<strong>The</strong>re are tools you can use<br />

that can help to lighten your load<br />

That can keep you from falling<br />

And help you stay on the road<br />

To success<br />

It IS possible<br />

Although you may not be ready<br />

the good news is<br />

Sometimes in order to stay steady<br />

You just need support<br />

And there’s lots of that here<br />

You don’t have to climb alone<br />

Help is always near<br />

So let’s climb together<br />

I won’t let you fall<br />

I’ll teach you the strategies you need to st<strong>and</strong> tall<br />

You may not be ready<br />

But it’s okay<br />

I’m here to help you<br />

Every step of the way.<br />

38<br />




Yasmin Johaadien<br />

Faculty, Baking <strong>and</strong> Pastry Arts,<br />

School Of Hospitality, Tourism, <strong>and</strong> Culinary Arts (SHTCA)<br />

I’ve been thinking a lot over the last few months about how far we have come in the past three years<br />

as educators <strong>and</strong> how different my job looks today than it was. In March 2020, the world as we knew<br />

it changed overnight due to COVID-19. COVID-19 came with many immediate changes; including<br />

a complete shift in the way we teach. We went from teaching in person, face-to-face, to suddenly<br />

having to pivot to completely online.<br />

I had never taught this way before. I didn’t know how to. It was terrifying, exhausting, <strong>and</strong> even<br />

frustrating at times—like anything new that you have to learn from scratch. As bakers, we had always<br />

relied on our experience (teaching physical skills), knowledge, <strong>and</strong> personality to get the information<br />

across to students, <strong>and</strong> to give them the tools they needed to succeed. How was I now going to<br />

transfer all of this to an online setting?<br />

How was I going to make this a great<br />

experience for my students…<strong>and</strong> myself?<br />

I love teaching, <strong>and</strong> a huge part of that was<br />

engaging with the students.<br />

During the first few weeks, we were trying to<br />

figure out how to get the students through the<br />

final few weeks of the semester successfully<br />

by ensuring they were still achieving the<br />

learning outcomes of the program. We spent<br />

countless hours sourcing articles, accurate<br />

videos, etc., to upload for the LMS as rich<br />

content. We even pre-recorded/performed live<br />

online demos. We conducted regular checkins<br />

to answer any questions students had <strong>and</strong><br />

provide clarification on concepts that were<br />

being learned. It was not ideal, but we were<br />

trying to help students finish the semester in<br />

the best way possible until we could return to<br />

classes physically “in the next few weeks”.<br />

Well…it then became evident fairly quickly that<br />

returning to class might not happen as fast as<br />

we thought <strong>and</strong> we would have to continue<br />

teaching online. Courses had to be developed<br />

to be fully online, cooking <strong>and</strong> baking demo<br />

videos had to be created. Everyone worked<br />

incredibly hard to make this happen, all the<br />

while managing life at home with family <strong>and</strong>/<br />

or kids—who were being homeschooled at the<br />

same time—<strong>and</strong> dealing with the repercussions<br />

of COVID. This was quite the experience.<br />

Once online courses were developed, we<br />

had to learn to teach the material in this new<br />

setting. Could I make online teaching work?<br />

Could I make it fun? I had to try. This was also<br />

an opportunity for me to learn how to teach<br />

in a new way, <strong>and</strong> regardless of whether I<br />

was teaching in-person or online, the goals<br />

remained the same—to provide students with<br />

the best learning experience, <strong>and</strong> all the tools<br />

necessary to be successful.<br />

It took some time, but I got to a point where<br />

I started to feel more comfortable teaching<br />

online. In the first semester, I was mainly<br />

focused on ensuring students achieved the<br />

learning outcomes. <strong>The</strong> following semester,<br />

I spent more time exploring <strong>and</strong> learning<br />

available tools on our LMS, something I still<br />

continue to do, to make the course(s) more<br />

user friendly <strong>and</strong> engaging online. I then shifted<br />

my focus to the online sessions I held for the<br />

students every week on ZOOM. This was<br />

the only “real” time I got to spend with<br />

them. I wanted to make these sessions<br />

valuable, so I asked myself, what were some of<br />

the things I did in person that worked really well<br />

that would transfer well online?<br />

I made a “chef’s” list to implement:<br />

• Be animated when speaking<br />

• Show excitement <strong>and</strong> passion for topics<br />

being discussed<br />

• Learn every student’s name <strong>and</strong> greet<br />

them as they entered the online session<br />

• Show ingredients that might be new<br />

to them but are commonplace in<br />

the industry<br />

• Introduce alternative ingredients that<br />

can be used to prepare the recipes of<br />

the week<br />

• Share universal examples to explain<br />

difficult concepts like comparing “dough<br />

conditioner” to “hair conditioner”<br />

• Share videos/pictures of alternative or<br />

innovative ways chefs are producing<br />

items we are learning about<br />

I also started offering alternative options<br />

for assessments, keeping in mind UDL<br />

opportunities for varied learners. Instead of<br />

students submitting a quiz or written evaluation,<br />

40<br />


students could instead bake<br />

something based on the<br />

recipes discussed. I ensured<br />

that I provided very specific<br />

instructions on what pictures<br />

to take during each of the<br />

stages of preparing the recipe<br />

<strong>and</strong> asked them to upload it in<br />

place of the quiz or<br />

written evaluation.<br />

I was beginning to feel<br />

more comfortable teaching<br />

online, <strong>and</strong> started enjoying<br />

it more each day! However, I<br />

didn’t want to stay stagnant,<br />

get bored, or become<br />

complacent. With new tools<br />

<strong>and</strong> methods of teaching<br />

online constantly emerging,<br />

there were new opportunities<br />

to add to my own “online<br />

tool kit”. I began introducing<br />

music at the start of my Zoom<br />

sessions <strong>and</strong> sharing stories<br />

behind the tunes. This gave<br />

my students a glimpse into<br />

my life <strong>and</strong> I offered the<br />

same opportunity to them;<br />

to share music <strong>and</strong> their<br />

stories. I occasionally brought<br />

in interactive games, I told<br />

cheesy jokes, played word<br />

association or “guess that<br />

image”. Or sometimes I had<br />

them draw something related<br />

to the topic of the week based<br />

only on verbal descriptions to<br />

see how many students could<br />

accurately draw or guess what<br />

I was describing. I was—<strong>and</strong><br />

am still—always looking for<br />

new ways to keep my<br />

students engaged.<br />

During all of this I understood<br />

that these were trying times for<br />

everyone on a personal level,<br />

including the students. Many of<br />

them were feeling isolated<br />

from their friends <strong>and</strong><br />

families <strong>and</strong> dealing with<br />

loss <strong>and</strong> grief because of<br />

COVID-19. Some were<br />

struggling with isolation,<br />

financial stress, food insecurity,<br />

<strong>and</strong> the list could go on. I spent<br />

a lot of time during this period<br />

reflecting on this <strong>and</strong> asked<br />

myself, how can I help?<br />

I am just their teacher. What I<br />

learned is that even if I couldn’t<br />

physically help them, there is<br />

something I could do.<br />

SHOW. UP. FOR. THEM.<br />

I could show them<br />

compassion, empathy,<br />

flexibility, kindness, respect,<br />

<strong>and</strong> thoughtfulness. Our class<br />

was meant to be inclusive,<br />

a safe space for them to<br />

have open dialogue without<br />

judgment <strong>and</strong> I demonstrated<br />

my willingness to support their<br />

educational journey. I tried to<br />

make this clear from the start<br />

of each course. My students<br />

shared with me that they<br />

respected <strong>and</strong> appreciated<br />

this. <strong>The</strong>y communicated<br />

more often <strong>and</strong> reached out<br />

when they were stuck or<br />

needed a little more time to<br />

complete something. And this<br />

ultimately gave them a<br />

greater chance for success<br />

in the course. I also made<br />

sure to regularly monitor<br />

their online presence <strong>and</strong><br />

contributions. When something<br />

seemed out of the<br />

ordinary I checked in with<br />

them. <strong>The</strong>re was a genuine<br />

appreciation from students<br />

when they felt cared about<br />

<strong>and</strong> when they felt that in<br />

the face of adversity, there<br />

was someone still willing to<br />

work with them to help them<br />

achieve their educational<br />

goals. <strong>The</strong>y would often<br />

share with me that they were<br />

grateful because they had<br />

so many teachers who were<br />

willing to go the extra mile<br />

<strong>and</strong> work with them <strong>and</strong> help<br />

them during these difficult<br />

times. It made them feel seen<br />

<strong>and</strong> heard. If nothing else,<br />

going through this during<br />

COVID really showed<br />

our humanity.<br />

Reflecting on the past three years, it occurred<br />

to me that the goal today is slightly different<br />

from what it was in March 2020, when we first<br />

went online. It’s still about providing students<br />

with required knowledge <strong>and</strong> skill sets, but they<br />

also have online content to draw from.<br />

It’s still about equipping them with the<br />

necessary tools <strong>and</strong> guidance to be successful,<br />

but today, it’s also about humanizing the<br />

online experience for them. While we might<br />

not always be face-to-face anymore, we can<br />

still teach in a way that integrates the warmth<br />

of human interaction <strong>and</strong> adding value to their<br />

educational experience. It’s about asking the<br />

questions: What can I do to enhance what<br />

they will get from simply reading, watching,<br />

or doing an activity online? How can I teach<br />

them to remember <strong>and</strong> later, apply concepts?<br />

How can I make them want to keep coming to<br />

these sessions every week even if they are not<br />

required to?<br />

Three years ago I didn’t know that I would ever<br />

get comfortable teaching online. It has been a<br />

surprise even to me how much joy I’m getting<br />

out of it. Don’t get me wrong, I also love being<br />

in person in the classroom with the students,<br />

<strong>and</strong> connecting with them, but I do not feel<br />

that I’m lacking that student connection online<br />

either. You have to find a way to make the<br />

space for it. I’m trying.<br />

This isn’t just about me <strong>and</strong> my<br />

experience. This experience of<br />

learning to teach in an online setting,<br />

or even adjusting how we teach in<br />

person is a shared one that many<br />

of my amazing colleagues have<br />

had to navigate. And it is with their<br />

collaboration <strong>and</strong> willingness to<br />

share their knowledge <strong>and</strong> what<br />

they are doing or trying that has<br />

helped me to teach online in a<br />

more effective way. For that I am<br />

grateful. Our journeys might not<br />

be exactly the same, but we have<br />

all worked incredibly hard, <strong>and</strong><br />

tirelessly, <strong>and</strong> selflessly to make this<br />

the most valuable experience for our<br />

students. Ultimately, they are the<br />

reason we do this.<br />

42<br />


e/TURNING TO<br />


Artistic representation to contextualize my<br />

reformed <strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong> Pedagogy<br />

Priti Parikh<br />

Program Coordinator <strong>and</strong> Faculty of Community Services <strong>and</strong> Child Studies<br />

Foundations, School of Community <strong>and</strong> Health Studies (SCHS)<br />

This original art is a representation to<br />

contextualize the realization <strong>and</strong> recreation<br />

of my <strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong> Pedagogy postp<strong>and</strong>emic.<br />

<strong>The</strong> art form used here is a fusion<br />

of two Folk Arts of India called Madhubani <strong>and</strong><br />

Warli Art. This representation is a reminder<br />

for me to stay connected to my <strong>Teaching</strong> <strong>and</strong><br />

<strong>Learning</strong> Pedagogy which has transformed <strong>and</strong><br />

deepened post-p<strong>and</strong>emic.<br />

I have realized that it is important to<br />

stay connected <strong>and</strong> rooted in my own<br />

culture first <strong>and</strong> to celebrate those of<br />

my students. I now realize our fragility,<br />

interdependency, <strong>and</strong> interconnectedness<br />

as social beings. <strong>The</strong> isolation <strong>and</strong> the social<br />

anxiety associated with the experience during<br />

the p<strong>and</strong>emic has helped me to realize<br />

the importance of connectedness to one’s<br />

self <strong>and</strong> others. This is explained in my art<br />

where I place myself centrally in a meditation<br />

pose; connecting to elements I relate to<br />

culturally. <strong>The</strong> coloured circles <strong>and</strong> the green<br />

vines growing around me represent the various<br />

elements of connectivity to the diverse students<br />

represented in bright <strong>and</strong> vibrant coloured<br />

circles which surround me.<br />

<strong>The</strong> green ‘lifeline’ on the base of this art<br />

depicts a better underst<strong>and</strong>ing <strong>and</strong> sensitivity<br />

towards life in general. I continue to emphasize<br />

the following even more: teaching from the<br />

heart, respect for life, <strong>and</strong> reciprocity <strong>and</strong><br />

compassion for all learners.<br />

Further, the three green vines, moving upwards<br />

represent the value of growth <strong>and</strong> personal<br />

development of self <strong>and</strong> all learners. This is<br />

not limited to the class content <strong>and</strong> the need<br />

to encourage students to use all college<br />

resources available, the need to support<br />

learners to succeed, <strong>and</strong> take time to reach<br />

out to those who need support. <strong>The</strong> colourful<br />

flowers on the vines are the representation<br />

of the ‘fruits’ of hard work, commitment, <strong>and</strong><br />

trust in self <strong>and</strong> the learners. I realize that<br />

the p<strong>and</strong>emic has left a long-lasting impact<br />

in unique ways on each person I reconnect<br />

with. Keeping this in perspective as I teach<br />

in person is critical to creating trusting<br />

environments again.<br />

44<br />




Syed Abdul Imran<br />

Student, Software Engineering Technology - Artificial Intelligence (AI),<br />

School of Engineering Technology <strong>and</strong> Applied Science (SETAS)<br />

amount of work <strong>and</strong> effort we contribute to an<br />

organization. Without having ways to grade or<br />

calculate such dedicated work, we are often left<br />

out with no motivation <strong>and</strong> little perseverance,<br />

which even demotivates us as we look at<br />

our paychecks.<br />

In my opinion, we should work with the same<br />

dedication shown by our employer to earn<br />

our pay while also having a healthy<br />

work-life balance.<br />

<strong>The</strong> afflictions of “overwork”<br />

With underlying labor laws <strong>and</strong> big companies<br />

expecting <strong>and</strong> encouraging the 996<br />

ideologies (9am to 9pm, six days a week)<br />

from employees, today’s generation reflects<br />

this “norm”. And in my opinion, moving away<br />

has cost jobs for many, be it an immigrant or<br />

domestic labor.<br />

Organizations want their employees to work<br />

more than 40 hrs. per week to fill the gaps in<br />

productivity <strong>and</strong> success but often ignore labor<br />

laws, overtime pay, rewards <strong>and</strong> recognition,<br />

employees’ health <strong>and</strong> benefits. In the article,<br />

“Elon Musk praises Chinese workers for<br />

‘burning the 3am oil’ - here is what that reality<br />

looks like,” Chan (2022) used Musk’s name<br />

to hook the reader by saying he is trying to<br />

appreciate the Chinese labor for pulling high<br />

work hours but moves on <strong>and</strong> shows us a<br />

glimpse of the ‘overwork culture’. He however<br />

failed to question bonuses, rewards, <strong>and</strong><br />

recognitions which would have a fair <strong>and</strong><br />

reasonable practice. <strong>The</strong> writer didn’t try to<br />

pinpoint the flaws <strong>and</strong> gaps, but instead used<br />

conjunctions to portray the argument.<br />

<strong>The</strong> further we dwell on high productivity<br />

<strong>and</strong> exquisite results which are correlated to<br />

extensive hours of dedication <strong>and</strong> focus, postproduction<br />

results have put the companies in<br />

awe <strong>and</strong> have in-fact set their expectations<br />

high. Going beyond the lines to meet<br />

expectations <strong>and</strong> the desire to prove we are<br />

important in a work environment has always<br />

provided healthy competition, but moving<br />

up the ladders in a company’s work position<br />

pyramid has been the major cause of overwork<br />

<strong>and</strong> donation of extra hours. In the article “Big<br />

Tech dilemma: Overwork culture ‘still needed’,<br />

Xiaoyi <strong>and</strong> Lanlan (2021) talks about why we<br />

have accepted it as the norm <strong>and</strong> the social<br />

factors revolving around it. This article portrays<br />

some eye opening incidents that sheds light<br />

on the underst<strong>and</strong>ing of the greater factors in<br />

overwork culture.<br />

Furthermore, as big companies focus more on<br />

improving statistics, they often end up ignoring<br />

severe underlying health issues. In the article<br />

“<strong>The</strong> Research is Clear: Long Hours Backfire<br />

for People <strong>and</strong> for Companies,” Green (2015)<br />

intensively st<strong>and</strong>s for the health issues <strong>and</strong><br />

problems associated with overwork culture<br />

while highlighting the research she led behind<br />

this argument. Also, Green talks about how<br />

overwork was never beneficial or fair to a<br />

judge on a larger scale as it came with invisible<br />

impacts including sleep deprivation, inability to<br />

focus, physical <strong>and</strong> mental issues, <strong>and</strong> most<br />

importantly, peace of mind. Yet many of us<br />

still choose to prove our work efficiency or get<br />

replaced eventually.<br />

To conclude, in a post-p<strong>and</strong>emic world, today’s<br />

generation overlooks overwork culture as<br />

a known underlying factor even though we<br />

are a part of it, why? Because we can hardly<br />

make any change without categorizing the<br />

In this short clip Abdul Syed reminds us<br />

not to take life for granted <strong>and</strong> to take a<br />

break from our busy schedules to enjoy<br />

life. Working hard is important, but it’s<br />

also important to not overwork yourself.<br />

It’s okay to take some breaks, get<br />

outside, <strong>and</strong> do whatever allows you to<br />

relax. Take some time to yourself so you<br />

can achieve a healthy work-life balance.<br />



“I Tend to Overwork”<br />

Shannon Attard<br />

Grad. Student,<br />

School of Communications, Media, Arts <strong>and</strong> Design (SCMAD)<br />

To provide some of my own reflection on<br />

Abdul Syed’s article, I prioritize working hard<br />

for my employers over a healthy work-life<br />

balance. At the first job I got in my field I<br />

worked as an intern. While working this job I<br />

thought it was my chance to prove myself in<br />

the writing field so after working seven hours<br />

in person, unpaid, I would bring my job home<br />

with me <strong>and</strong> work on content for a few hours<br />

at night because I wanted to get noticed by<br />

my manager. In my second job I didn’t bring<br />

my work home with me, but I definitely took<br />

shorter breaks to show my manager how<br />

determined <strong>and</strong> hard-working I was to get<br />

work done. I started feeling drained when I<br />

would finish work <strong>and</strong> would feel tired the next<br />

day. I maintain a healthy work-life balance now<br />

by still being hard-working, but during working<br />

hours. I stopped bringing my work home with<br />

me for late nights <strong>and</strong> took the breaks I was<br />

supposed to be taking, so that the work I was<br />

doing was most efficient because I wasn’t<br />

overworking myself.<br />

A new concept went viral on TikTok by user<br />

Marisa Joe <strong>May</strong>es called “Bare Minimum<br />

46<br />


Mondays”. Bare Minimum Mondays consist<br />

of taking it easy on the first day of the week<br />

as most people hate Mondays because it’s<br />

easy to get stressed out with everything that<br />

needs to be completed for the week. But, Bare<br />

Minimum Mondays tries to eliminate feelings<br />

of being overwhelmed or stressed by things<br />

like avoiding multitasking, taking more breaks,<br />

taking it slow for the first two hours, <strong>and</strong> not<br />

completing everything on your to-do list,<br />

if possible.<br />

People aged 10-19 years old make up 25<br />

per cent of TikTok users, meaning that future<br />

industry professionals are consuming this<br />

content. I just entered the workplace in my field<br />

<strong>and</strong> I wouldn’t be in the position I am in now if I<br />

followed this trend. It’s similar to a concept we<br />

had before called Quiet Quitting which means<br />

to only complete the bare minimum that’s<br />

required for your job. I believe that people who<br />

put in hard work will see progress <strong>and</strong> growth<br />

in their field.<br />

Terms similar to Bare Minimum Mondays.<br />

• Quiet Quitting<br />

• Phoning it in<br />

• Soft Quitting<br />

• Work-to-Rule<br />

I also read an article about a four-day work<br />

week <strong>and</strong> the results made me change my<br />

outlook on my original idea that you have<br />

to overwork for success. Britain tested<br />

a four-day work week in selected<br />

companies. 61 companies that participated in<br />

the trial are keeping the four-day work week<br />

structure moving forward. <strong>The</strong> four-day work<br />

week consists of employees working for four<br />

days <strong>and</strong> having three days off instead of the<br />

usual two-day weekend. <strong>The</strong> outcome of the<br />

trial showed percentages that showed progress<br />

towards “work less, get more” (<strong>2023</strong>).<br />

<strong>The</strong> four-day week trial in Britain found that<br />

71 per cent of people felt less burned out,<br />

39 per cent felt less stressed, <strong>and</strong> 48 per<br />

cent felt more satisfied with their job than<br />

before the four-day week trial. 73 per cent of<br />

people reported an increase in satisfaction<br />

with their lives. Workers were “sleeping<br />

more” <strong>and</strong> their mental health improved.<br />

<strong>The</strong> COVID-19 p<strong>and</strong>emic caused work life<br />

to change from jobs being on hold or having<br />

jobs switch from in-person to remote. My work<br />

switched to remote <strong>and</strong> I currently still am<br />

working remote because I got accustomed to<br />

the flexibility of working from home, just like<br />

many Centennial faculty <strong>and</strong> staff continue to<br />

even today. My transportation time took me<br />

around an hour one way, so my usual routine<br />

was I would get home, cook dinner, eat dinner,<br />

<strong>and</strong> go to sleep. Now I have extra hours in my<br />

day to spend time with family, working freelance,<br />

or doing things around the house.<br />

<strong>The</strong> four-day week article states, “the p<strong>and</strong>emic<br />

changed the way the world works, with<br />

people seeking greater flexibility to improve<br />

work-life balance”. Employees don’t need to<br />

overwork for a company to be successful.<br />

Having a flexible <strong>and</strong> healthy work-life balance<br />

can cause people to work efficiently consistently.<br />

I think the p<strong>and</strong>emic really opened our eyes<br />

about achieving a healthy work-life balance.<br />

Overall, I’ll never stop working hard <strong>and</strong> trying<br />

to do more with the company I’m working for,<br />

but I won’t overwork myself in an unhealthy<br />

way because I now know that this isn’t efficient<br />

in the long run.<br />

References <strong>and</strong> Additional Resources<br />

Bonnell, C. (<strong>2023</strong>). Four-day Workweek Trial: Shorter Hours, Happier Employees. CP24.<br />

https://www.cp24.com/lifestyle/four-day-workweek-trial-shorter-hours-happieremployees-1.6282769<br />

Carmichael, S. (2015). <strong>The</strong> Research is Clear: Long Hours Backfire for People <strong>and</strong> for Companies.<br />

Harvard Business. https://hbr.org/2015/08/the-research-is-clear-long-hours-backfire-for-people<strong>and</strong>-for-companies<br />

Chan, W. (2022). Elon Musk praises Chinese workers for ‘burning the 3am oil’ - here’s what that<br />

really looks like. <strong>The</strong> Guardian. https://www.theguardian.com/technology/2022/may/12/elonmusk-praises-chinese-workers-for-extreme-work-culture<br />

Lanlan, H. <strong>and</strong> Xiaoyi, L. (2021). Big Tech dilemma: Overwork culture ‘still needed’. Global Times.<br />

https://www.globaltimes.cn/page/202101/1212018.shtml<br />

Olive, D. (<strong>2023</strong>). Is a four-day workweek inevitable? It could certainly solve some of the worklife<br />

balance problems facing women. Toronto Star. https://www.thestar.com/business/<br />

opinion/<strong>2023</strong>/03/08/a-four-day-week-could-solve-some-of-the-work-life-balance-problemsfacing-women.html?li_source=LI&li_medium=thestar_business<br />

Thomas, H. (<strong>2023</strong>). Opinion: ‘Bare minimum Mondays’ are more than they appear to be. CNN.<br />

https://www.cnn.com/<strong>2023</strong>/03/02/opinions/bare-minimum-mondays-tiktok-productivity-thomasctrp/index.html<br />

48<br />



Catherine Raine<br />

Faculty, School of Advancement<br />

Six images, for<br />

they contain the<br />

contrasts of ice<br />

<strong>and</strong> sun, freeze <strong>and</strong><br />

thaw, white gull <strong>and</strong><br />

golden butterfly.<br />

<strong>The</strong> six original photographs submitted above reflect the experience of re/TURN as<br />

seen through the lens of nature in Scarborough <strong>and</strong> Algonquin Park. Residing near<br />

Centennial College’s Ashtonbee Campus, I have recently returned to two days of<br />

in-person tutoring per week at the Centre for Academic English while remaining<br />

online for the other two days. <strong>The</strong> evolution from p<strong>and</strong>emic remoteness to<br />

increased face-to-face contact is symbolized in the six images, for they contain the<br />

contrasts of ice <strong>and</strong> sun, freeze <strong>and</strong> thaw, white gull <strong>and</strong> golden butterfly.<br />

50<br />


52<br />

re/ENGAGE<br />

We did some rethinking about<br />

engagements of students with<br />

our online classes during the<br />

p<strong>and</strong>emic. What strategies<br />

worked well for the<br />

engagement of students<br />

that you would want to<br />

continue? Thinking now of<br />

the future with the possibility<br />

of some combination of inclass,<br />

online, <strong>and</strong>/or HyFlex<br />

classes. What does it mean<br />

now in terms of ‘rethinking’<br />

student engagement?<br />



re/ENGAGE<br />




<strong>Learning</strong> Technology Specialist Team Interview by Zabedia <strong>and</strong> Sowmya<br />

Rethinking: offering<br />

different options to submit<br />

assignments, giving students<br />

the ability to choose.<br />

HyFlex model: offering<br />

asynchronous/remote option<br />

for those who cannot travel or<br />

need accommodation, or wish to<br />

revisit lectures.<br />

Appreciating <strong>and</strong> experimenting<br />

with new platforms, reducing stress<br />

for students, assigning roles <strong>and</strong><br />

responsibilities to students to build<br />

accountability <strong>and</strong> leadership.<br />

Moving away from analog<br />

classrooms regardless of how<br />

students connect. Investment in class<br />

tech + related training.<br />

Integrating UDL,<br />

not losing focus on<br />

engagement or getting lost<br />

in tech.!<br />

If you ever needed assistance with<br />

eCentennial, you’ve probably interacted with<br />

this team. For some faculty, they are a lifeline,<br />

often on speed dial. For most others, they<br />

are the institution’s first responders when it<br />

comes to “EdTech”. And why not? <strong>The</strong>y work<br />

their magic, they fix errors, they enhance<br />

course shells, they host webinars, they move<br />

mountains of content effortlessly, all in mere<br />

clicks. Yet, it is impossible to fully underst<strong>and</strong><br />

the wide range of tasks that this tiny but<br />

mighty geek squad accomplishes every single<br />

day. And their workload only spiraled as we<br />

went into lockdown. <strong>The</strong>y haven’t looked<br />

back since, they have still been taking each<br />

challenge or tech. issue head on, quite willingly.<br />

So what makes them so resilient? What keeps<br />

them going? Do they ever tire? We tried to<br />

capture the remarkable spirit of our <strong>Learning</strong><br />

Technologist Specialists (LTS) <strong>and</strong> share the<br />

human side to this hard working <strong>and</strong> extremely<br />

fun group of individuals.<br />

We still do our daily team call...it used to be<br />

twice a day during the lockdown, it’s now<br />

one. We check in on each other, we see how<br />

everyone is doing.<br />

So what makes this group tick, we<br />

asked. <strong>The</strong>ir effortless camaraderie is the<br />

first thing that strikes you, it’s how they<br />

choose to make it work, for them <strong>and</strong> for their<br />

customers. <strong>The</strong>y pride themselves on effective<br />

<strong>and</strong> ongoing communication, in knowing one<br />

another’s likes <strong>and</strong> dislikes, strengths <strong>and</strong><br />

weaknesses, <strong>and</strong> backing each other up.<br />

<strong>The</strong>re’s always someone ready to jump in to<br />

pick up the slack, especially when a teammate<br />

is overwhelmed. <strong>The</strong>re is a strong interplay<br />

of personalities, team spirit, the right dose<br />

of humour, empathy, respect, <strong>and</strong> genuine<br />

passion to help faculty <strong>and</strong> students achieve<br />

success through their teaching <strong>and</strong> learning<br />

journeys at Centennial. <strong>The</strong>y always make<br />

it a point to balance the dem<strong>and</strong>ing “just in<br />

time” or stressful nature of their job with the<br />

mutual sharing of resources <strong>and</strong> lessons<br />

learned. <strong>The</strong>y’ve genuinely grown together, as<br />

individuals, <strong>and</strong> as a functional team.<br />

Surely, everyone remembers March 2020<br />

when life changed, especially for those who<br />

were h<strong>and</strong>ed the famed <strong>and</strong> indispensable<br />

Academic Continuity Toolkit! This team not only<br />

developed <strong>and</strong> curated the h<strong>and</strong>y digital kit, but<br />

54<br />


they also hosted endless virtual training <strong>and</strong><br />

consultations. <strong>The</strong>y guided users on using <strong>and</strong><br />

integrating conferencing tools (a strong 150+<br />

attendance for one of their first post lockdown<br />

workshops), <strong>and</strong> offered tireless support to<br />

faculty over the years, so students would not<br />

be left str<strong>and</strong>ed <strong>and</strong> classes could go on as<br />

before. <strong>The</strong>y continue to offer an impressive<br />

suite of workshops, webinars, <strong>and</strong> one-on-one<br />

consultations even today, <strong>and</strong> much to their<br />

record, they never once cancelled a session<br />

unless there was very poor registration!<br />

Making things work remotely, <strong>and</strong> especially<br />

since our return, hasn’t always been<br />

smooth. At first, some of the online web<br />

conferencing tools didn’t always work<br />

seamlessly. Even now, communication seems<br />

disjointed at times, the resources are all there<br />

yet queries keep trickling in endlessly. On an<br />

average day this team continues to juggle<br />

a huge volume of requests that come in<br />

different forms: “eCentennialhelp” emails,<br />

calls, in-person <strong>and</strong> online consults <strong>and</strong> drop<br />

ins, just in time troubleshooting assistance,<br />

development of resources <strong>and</strong> supports,<br />

updates <strong>and</strong> information communication,<br />

enrolments including full time <strong>and</strong> contract<br />

faculty orientations, UDL, <strong>and</strong> Academic<br />

Integrity learning modules, etc. Not to<br />

mention, special projects such as pilot tests for<br />

software, EdTech integrations with eCentennial<br />

<strong>and</strong> related testing, the LMS review, <strong>and</strong><br />

program quality improvement processes.<br />

<strong>The</strong>y’re just a group of mighty five humans<br />

servicing thous<strong>and</strong>s of users across five<br />

campuses. And they make it look so easy!<br />

We continue to reimagine, to innovate,<br />

<strong>and</strong> find ways that will alleviate<br />

roadblocks. Our scope of work isn’t always<br />

well understood. But we love to help <strong>and</strong><br />

resolve issues, because we’re passionate<br />

about what we do!<br />

How do they manage this often complex, <strong>and</strong><br />

sometimes, ambiguous workload?<br />

Many requests that come in lie outside of<br />

their realm, yet callers know who on this<br />

team can get the work done because the<br />

LTS team can deftly navigate behind the<br />

scene hiccups. <strong>The</strong>y would much rather<br />

assist these urgent or str<strong>and</strong>ed callers<br />

than keep them waiting endlessly for other<br />

departments to respond. <strong>The</strong> team knows quite<br />

closely the ins <strong>and</strong> outs of in-house versus<br />

external course design <strong>and</strong> development<br />

processes. <strong>The</strong>y know the time taken for such<br />

creation <strong>and</strong> related logistics of training faculty<br />

to customize their course shells with required<br />

EdTech tools, accessibility, <strong>and</strong> UDL features,<br />

etc., for when the semester starts. <strong>The</strong> reality<br />

is, it takes much longer than a few weeks to get<br />

all of this ironed out.<br />

<strong>The</strong> impacts of this job are huge as it<br />

directly speaks to the quality <strong>and</strong> nature<br />

of content <strong>and</strong> its delivery for end users,<br />

our students. <strong>The</strong> change <strong>and</strong> transition in<br />

institutional management has also significantly<br />

Shana Rajeev Shaila Vijaya Jana<br />

impacted the LTS team’s workflow, processes, related supports, navigation, <strong>and</strong> delivery of crucial<br />

services recently. Lack of planning <strong>and</strong> communication automatically creates more work at the back<br />

end. Here are some instances where the LMS team ends up going above <strong>and</strong> beyond:<br />

Complex Queries<br />

• Duplication/merging of course shells<br />

• Assigning faculty banner access<br />

doesn’t mean instant LMS access<br />

• Inheriting Master Shells with older<br />

components without required accounts<br />

(Padlet)<br />

“<strong>The</strong>re is considerable Information<br />

fatigue <strong>and</strong> information overload<br />

today. Plus, there is an expectation we<br />

will do it all, even if it lies outside of<br />

our realm”.<br />

What the LTS team wants you to know!<br />

<strong>The</strong>y strongly advocate a staged approach: from orientation, to access to LMS, to providing<br />

resources, supports, <strong>and</strong> training:<br />

• Collaborate <strong>and</strong> communicate!<br />

- Invite the LTS team to your welcome/kick off meetings, get to know who they are, what they do.<br />

- Top-down decisions can add to “just in time” workload; overnight action is not always<br />

feasible. Include the LTS team in your academic programming.<br />

• Plan ahead!<br />

- <strong>The</strong> amount of resources <strong>and</strong> supports required for faculty to flip <strong>and</strong> deliver a course is HUGE:<br />

do not underestimate this.<br />

- Processes, communications, <strong>and</strong> training (prior to new term) must be a formal, conscious<br />

scheduling exercise in every school.<br />

• Help bridge the disconnect!<br />

- Needs are now individualized; everyone is at a different level. Map <strong>and</strong> share department needs,<br />

specific gaps, <strong>and</strong> supports needed.<br />

- Be proactive where it comes to your course shell or EdTech. needs, not reactive.<br />

In an ideal world, they would love to have more time for their own research, professional<br />

development, <strong>and</strong> to raise <strong>and</strong> sustain numbers for workshops <strong>and</strong> training. <strong>The</strong>y would also love to<br />

bridge the gaps they seem to discover as we balance our re/TURN to the new age classrooms.<br />

56<br />


<strong>The</strong> p<strong>and</strong>emic <strong>and</strong> subsequent return to<br />

work has changed how many Librarians<br />

perceive <strong>and</strong> approach their work.<br />

Librarians, along with <strong>Learning</strong><br />

Strategists, Counsellors, <strong>and</strong> other<br />

crucial support services at the College,<br />

supported student success during this<br />

transitional time, <strong>and</strong> continue to do so<br />

today. <strong>The</strong> following is a discussion about<br />

what Librarians’ work looks like in this<br />

current in-person/online/hybrid world.<br />

What worked?<br />

JE: Reaching students virtually.<br />

Pre-p<strong>and</strong>emic, I only taught courses <strong>and</strong> met<br />

with students in-person. While that was <strong>and</strong><br />

still is valuable <strong>and</strong>, in many cases preferred,<br />

post-p<strong>and</strong>emic most of my instruction in<br />

classes <strong>and</strong> my appointments with students,<br />

are virtual. Given my responsibilities as SCHS<br />

<strong>and</strong> SoT Librarian take me to four different<br />

campuses, it is the difference between being<br />

able to teach a class, or having to postpone<br />

until I can be at the campus in-person.<br />

SP: Online learning. We are able to<br />

accommodate more students with an online/<br />

hybrid teaching model. As the School of<br />

Advancement Librarian, some of the biggest<br />

classes <strong>and</strong> programs are within my liaison<br />

area. <strong>The</strong>re is no way I could reach as many<br />

students as I am now without the flexibility of<br />

online classes/work from home. We do not<br />

physically have the space to accommodate!<br />

For comparison, I used to teach about<br />

11 sections of COMM 170/171 per<br />



By Eva McDonald, Library Systems <strong>and</strong> Electronic Resources Librarian, Stephanie Power,<br />

Librarian, School of Advancement, <strong>and</strong> Jennifer Easter, Librarian, School of Community <strong>and</strong><br />

Health Studies <strong>and</strong> School of Transportation<br />

semester. This semester I am able to host<br />

~90 due to strategic implementation <strong>and</strong><br />

virtual options.<br />

JE: Services already in place. So much of what<br />

worked was what was working before. Most of<br />

the resources in our collection (including, but<br />

not limited to, books, journal, <strong>and</strong> newspaper<br />

articles, videos) are online. Our research help<br />

service, askON, is an online chat research<br />

service, <strong>and</strong> was already established prep<strong>and</strong>emic.<br />

During the p<strong>and</strong>emic, it was<br />

staffed by Library Technicians <strong>and</strong> was<br />

utilized extensively by students who had<br />

questions ranging from research <strong>and</strong> citation to<br />

p<strong>and</strong>emic restrictions.<br />

EM: Self-directed <strong>and</strong> flexible work schedules<br />

for Librarians are proven to increase<br />

convenience <strong>and</strong> satisfaction for students <strong>and</strong><br />

faculty, increase productivity for Librarians,<br />

<strong>and</strong> improve services that enhance the<br />

reputation of the Library <strong>and</strong> emphasize its<br />

indispensability to the college.<br />

JE: Pivoting. Libraries offered a mail delivery<br />

service to students who required print<br />

resources from our collection.<br />

What didn’t?<br />

JE: Drop-in virtual research help received<br />

some use, but not as much as we hoped.<br />

Pre-p<strong>and</strong>emic, many students dropped<br />

by the Library to receive help with their<br />

research. During the p<strong>and</strong>emic, we offered a<br />

drop-in virtual research help service, where<br />

students could drop-in <strong>and</strong> receive one-on-one<br />

help from a Librarian on Teams. While some<br />

students utilized it, unlike in-person, where<br />

students will stop by the Library for help at their<br />

convenience, it appeared that many students<br />

were not interested in dropping in for virtual<br />

research help.<br />

What did we learn? Did we keep it, change<br />

it, reimagine it?<br />

JE: Some Librarians who had not taught<br />

online previously had to learn to teach online!<br />

Fortunately, so many of the tools used in-class<br />

(such as Mentimeter) transferred seamlessly to<br />

the online world. <strong>The</strong> p<strong>and</strong>emic has introduced<br />

the opportunity to teach on dem<strong>and</strong><br />

—whether that be recording a live lecture,<br />

so students can rewatch later, or create an<br />

interactive video presentation on research<br />

that students can watch at a time of<br />

their convenience.<br />

EM: In addition to this increased workload,<br />

a new generation of students have become<br />

accustomed to remote learning <strong>and</strong><br />

expect round-the-clock support for their<br />

studies. No longer are research questions<br />

confined to 9am to 5pm working hours, <strong>and</strong><br />

services that were formerly offered exclusively<br />

in person, such as one-on-one research<br />

sessions with a Librarian, are now expected<br />

to be available daily, from early morning to<br />

late evening, in order to accommodate early<br />

risers, night owls, working students, students<br />

with young children, <strong>and</strong> even long-distance<br />

<strong>and</strong> overseas students working in different<br />

time zones.<br />

SP: I think we learned that both students<br />

<strong>and</strong> faculty, which includes librarians,<br />

appreciate the flexibility of hybrid work/learning<br />

opportunities. I am always surprised by the<br />

number of students that ask for a recording of<br />

a workshop, but I am very grateful that it’s an<br />

option we are able to provide. We also learned<br />

the value of professional development. As we<br />

shifted to more online instruction <strong>and</strong> research<br />

help, having the chance to flex our pedagogical<br />

muscles to ensure that students are feeling<br />

connected <strong>and</strong> engaged was very rewarding.<br />

Where do we go from here, what next!?<br />

EM: Librarians’ focusing on new skills<br />

development. Many of these critical skills<br />

are needed by the Library right now, but few<br />

Librarians possess competence in areas such<br />

as copyright <strong>and</strong> transactional licensing, data<br />

<strong>and</strong> analytics, makerspace <strong>and</strong> emerging<br />

technologies, coding, UX <strong>and</strong> universal design<br />

for learning, <strong>and</strong> more.<br />

SP: I would love to develop more robust<br />

information literacy programming.<br />

58<br />


Our current teaching model is the “one-shot” session, where we come into the classroom at the<br />

point of need, generally two weeks ahead of a major research project. I have heard from faculty<br />

<strong>and</strong> students that these sessions are helpful, but when I think about the information l<strong>and</strong>scape <strong>and</strong><br />

the critical thinking skills required, not only in college courses but in everyday life, I am convinced<br />

Librarians possess a unique skill set that has the potential to help our students grow into critical users<br />

of information. I am very interested in what options the Library could explore for more in-depth critical<br />

thinking <strong>and</strong> information literacy instruction, possibly in the form of a series of asynchronous modules<br />

or even a micro-credential. That is on my “wishlist”!<br />

Further Reading:<br />



An open-ended tool to re-engage in learning<br />

Dr. Richard Williamson <strong>and</strong> Tongyu Zhang<br />

Faculty <strong>and</strong> student, School of Advancement (SOA)<br />

McDonald, E. (<strong>2023</strong>). Ontario college libraries: Meeting the challenge of the new normal. Open Shelf.<br />

https://open-shelf.ca/230105-ocula-ontario-college-libraries-meeting-the-challenge-of-the-newnormal/<br />

Library Services <strong>and</strong> Resources<br />

Ask <strong>The</strong> Library: Centennial College Libraries have a number of ways to support students’ <strong>and</strong> faculty<br />

work, in-person, online, <strong>and</strong> virtually.<br />

eResources: We have hundreds of online databases covering many subject areas.<br />

Page1+ Resource Search: Search our collection for books, articles, videos, <strong>and</strong> more.<br />

Centennial College Libraries <strong>and</strong> <strong>Learning</strong> Centres YouTube channel: Features videos made by<br />

Libraries staff showing how to access our services <strong>and</strong> use our resources.<br />

With our full return to campus this year, we<br />

consider what it means to come back together<br />

<strong>and</strong> re-engage—reassemble, reconnect,<br />

rework, reimagine, <strong>and</strong> rethink our teaching<br />

practices, <strong>and</strong> our learning experiences as<br />

students. During the height of the p<strong>and</strong>emic,<br />

the learning environment at Centennial<br />

College changed to suit the needs of the<br />

situation. Classes were moved online through<br />

Zoom or other communication software. In this<br />

context, teachers tried to recreate a learning<br />

environment that is similar to in-person classes<br />

by incorporating as many participatory activities<br />

as possible. Through this process, insight was<br />

gained through the attempts of recreating the<br />

in-person learning environment. <strong>The</strong>se insights<br />

not only benefit the online learning<br />

environment, but they also help teachers<br />

rethink improvements to in-person learning<br />

through an underst<strong>and</strong>ing of the need for<br />

student-centred learning. One of the insights<br />

is that the quality of online interaction among<br />

students was lacking in comparison to inperson<br />

due to the often instructor-centred<br />

approach. Through this experience, when<br />

students <strong>and</strong> teachers return to classes,<br />

professional practice can be re-thought <strong>and</strong> redesigned<br />

to better fit learning for students.<br />

This paper examines the concepts of<br />

discourse, more specifically mathematical<br />

discourse, in a postsecondary learning<br />

environment with its purpose being<br />

an additional process to improve<br />

learning. Within the scope of this paper,<br />

the word teachers is an umbrella term for<br />

instructors, professors, <strong>and</strong> other educators.<br />

It is important first to clarify what mathematical<br />

discourse represents. “Participating in<br />

mathematical discourse practices can<br />

be understood in general as talking <strong>and</strong><br />

acting in the ways that mathematically<br />

competent people talk <strong>and</strong> act when talking<br />

about mathematics” (Moschkovich, 2003,<br />

p. 326). Mathematical discourse is not a<br />

novel idea, it has been in scholarly articles<br />

since the early 1990s <strong>and</strong> it is still relevant<br />

to this day. It has been around for years<br />

<strong>and</strong> it provides evidence to support the<br />

implementation of mathematical discourse<br />

in the classroom. According to Gresham <strong>and</strong><br />

Shannon (2017), the usage of mathematical<br />

discourse was shown to be of help to students<br />

60<br />


as well as teachers. When discussing math<br />

concepts, students have the opportunity to<br />

compare their ideas <strong>and</strong> teachers have the<br />

chance to provide on-the-spot feedback<br />

<strong>and</strong> check students’ underst<strong>and</strong>ing. In fact,<br />

discourse <strong>and</strong> instant feedback from teachers<br />

contribute to higher student achievement<br />

(Ing et al., 2015, as cited in Stockero et al.,<br />

2020). Furthermore, mathematical discourse<br />

is so important that it has been incorporated<br />

into three of the six St<strong>and</strong>ards of the National<br />

Council of Teachers of Mathematics (NCTM)<br />

released in 1991.<br />

What does this mean for teachers? How can<br />

mathematical discourse be promoted in<br />

current classrooms to re-engage students?<br />

Mathematical discourse can be promoted<br />

through open-ended tasks that are relevant to<br />

the learning material. <strong>The</strong> educator implements<br />

the task, facilitates the discussion environment,<br />

freeing them to check for underst<strong>and</strong>ing <strong>and</strong><br />

provide feedback.<br />

At the same time, there is a role for<br />

students. <strong>The</strong>y become responsible to<br />

engage in the discourse to deepen their<br />

own underst<strong>and</strong>ing <strong>and</strong> by doing so, they<br />

re-engage with instructors less as recipients<br />

of instruction <strong>and</strong> more as collaborators in<br />

learning. Mathematical discourse is not led by<br />

teachers, it’s led by students based on their<br />

own needs (Hufferd-Ackles et al., 2004).<br />

In an online learning platform, teachers<br />

cannot interact with every student to check<br />

for their underst<strong>and</strong>ing, resulting in the<br />

advancement in technology to compensate<br />

for this disadvantage. As an example, the<br />

number of websites containing mathematical<br />

problems is increasing. <strong>The</strong>se websites<br />

can generate questions for students to<br />

solve as well as marking <strong>and</strong> showing the<br />

correct solutions. In online learning, this<br />

task is very much solitary. However when<br />

implemented in an in-person setting where<br />

students are encouraged to work with each<br />

other, the task can be used to promote<br />

discourse among students to support <strong>and</strong><br />

share ideas. Returning to campus does not<br />

mean ab<strong>and</strong>oning everything that is not inperson.<br />

<strong>The</strong> advancements made in technology<br />

can be used in class as an additional method<br />

to support discourse.<br />

In summary, as a way to re-engage<br />

students when returning to campus,<br />

mathematical discourse is a beneficial<br />

tool that furthers student learning. It can<br />

provide opportunities for students to deepen<br />

their underst<strong>and</strong>ing, share in collaboration<br />

with peers, <strong>and</strong> allow teachers to check<br />

students’ underst<strong>and</strong>ing <strong>and</strong> provide timely<br />

feedback. Mathematical discourse re-thinks<br />

learning from a one-directional lecture<br />

by the teacher to an environment that<br />

encourages student participation through<br />

purposeful discussion.<br />

References<br />

Gresham, G., <strong>and</strong> Shannon, T. (2017). Building mathematics discourse in students. <strong>Teaching</strong> Children<br />

Mathematics, 23(6), 360–366. https://doi.org/10.5951/teacchilmath.23.6.0360<br />

Hufferd-Ackles, K., Fuson, K. C., <strong>and</strong> Sherin, M. G. (2004). Describing levels <strong>and</strong> components of a<br />

math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81–116.<br />

https://doi.org/10.2307/30034933<br />

Moschkovich, J. (2003). What counts as mathematical discourse, 325–332.<br />

https://doi.org/https://eric.ed.gov/?id=ED501034<br />

NCTM. (1991). Professional st<strong>and</strong>ards for teaching mathematics. National Council of Teachers of<br />

Mathematics.<br />

Stockero, S. L., Van Zoest, L. R., Freeburn, B., Peterson, B. E., <strong>and</strong> Leatham, K. R. (2020). Teachers’<br />

responses to instances of student mathematical thinking with varied potential to support student<br />

learning. Mathematics Education Research Journal, 34(1), 165–187.<br />

https://doi.org/10.1007/s13394-020-00334-x<br />

Dr. Richard Williamson<br />

Lead Facilitator <strong>and</strong> Faculty<br />

Tongyu Zhang<br />

Student<br />

62<br />




With openness <strong>and</strong> inspiration<br />



How collaborating with students elevates the<br />

quality of teaching <strong>and</strong> inspires lifelong learning<br />

Mio Ha Ng<br />

Student, Electrical Engineering Electrician,<br />

School of Engineering Technology <strong>and</strong> Applied Science (SETAS)<br />

Michelle Hughes, Faculty, Bachelor of Science, Nursing (BScN)<br />

Caitlin Cosgrove <strong>and</strong> Esther Bodach, Students, School of Community <strong>and</strong> Health Studies (SCHS)<br />

Being a student in Centennial College,<br />

I’m always inspired by creativity, diligence<br />

<strong>and</strong> patience by both classmates <strong>and</strong><br />

professors. With motivated <strong>and</strong> energetic<br />

classmates, they’re very active in raising their<br />

concerns when they question conceptual<br />

problems, <strong>and</strong> I’m always encouraged by<br />

their enthusiasm. This helps me remain<br />

concentrated in class <strong>and</strong> more willing<br />

to consult professors when I encounter<br />

difficulties with specific subjects. During labs,<br />

professors <strong>and</strong> tutors are fully engaged in<br />

teaching us <strong>and</strong> sharing their knowledge <strong>and</strong><br />

experience. <strong>The</strong> lectures are exceptionally<br />

practical <strong>and</strong> informative, organizing pertinent<br />

<strong>and</strong> stimulating material to increase<br />

our underst<strong>and</strong>ing.<br />

Professors are extremely passionate <strong>and</strong><br />

good tempered while explaining theory; they<br />

simplify concepts with real-life examples <strong>and</strong><br />

engineering tools which makes it vivid <strong>and</strong><br />

easy to underst<strong>and</strong>. Labs <strong>and</strong> lectures are<br />

tailored, made for us, <strong>and</strong> we have learned<br />

industry relevant information. <strong>The</strong> professor<br />

in my electrical theory course has been the<br />

most enthusiastic <strong>and</strong> inspiring teacher for<br />

me. In one class, he explained “permeability”<br />

In one class, he explained “permeability” in<br />

terms of ohm’s law for magnetic circuits <strong>and</strong><br />

the reason why copper wire is sealed with<br />

polymer with engaging detail. At first, I didn’t<br />

quite underst<strong>and</strong> the primary principles, but<br />

later he showed me that copper wires need to<br />

be coated to allow the current to flow through<br />

the wire or else the circuit would be shorted<br />

with no resistance.<br />

I have learned a lot from these classes, <strong>and</strong><br />

they can develop my potential in the most<br />

practical way, preparing me for my career after<br />

college. Centennial College enables me to<br />

approach topics with an open mind, allowing<br />

for significant opportunities. Surrounded by<br />

a heavily academic atmosphere, we are<br />

always re-energized when returning to the<br />

winter semester.<br />

During the p<strong>and</strong>emic, online classes accounted<br />

for a proportion of lectures. This creates<br />

another platform for learning. On the one h<strong>and</strong>,<br />

the professor can make a record of teaching,<br />

<strong>and</strong> on the other, we can prepare <strong>and</strong> review<br />

the video material when we want. This can<br />

improve our performance with the practice in<br />

class <strong>and</strong> facilitate learning pace.<br />

<strong>The</strong> idea of returning to in-person classes felt<br />

like a distant memory while Centennial College<br />

faculty <strong>and</strong> students spent two years online<br />

attending classes <strong>and</strong> meetings. During the<br />

p<strong>and</strong>emic, Centennial had to adapt to new<br />

public health requirements to ensure the safety<br />

of our community. In the nursing program, it<br />

was decided to host theoretical classes online<br />

to support students’ educational needs <strong>and</strong><br />

have practical labs in person to ensure the<br />

college could continue to support students <strong>and</strong><br />

clinical partners in practice.<br />

From a faculty perspective, re-engaging<br />

with our students in person is one of<br />

the most rewarding experiences postp<strong>and</strong>emic.<br />

Collaborating with students raises<br />

their voices, provides an opportunity for faculty<br />

to gain insight into their world, advances<br />

nursing pedagogy, <strong>and</strong> empowers students<br />

to become our future leaders (Tavernier <strong>and</strong><br />

Wolfe, 2022).<br />

<strong>Learning</strong> together with students fosters<br />

an exchange of knowledge <strong>and</strong> facilitates<br />

collaboration that enhances faculty-student<br />

professional relationships <strong>and</strong> personal<br />

growth. Promoting a collaborative learning<br />

environment encourages students <strong>and</strong> faculty<br />

to share diverse perspectives, enriches the<br />

learning experience, <strong>and</strong><br />

opens the discussion to<br />

facilitate meaningful change<br />

(Wihlborg <strong>and</strong> Friberg, 2016).<br />

Re-connecting in person<br />

also enhances opportunities<br />

to collaborate with students<br />

on innovative <strong>and</strong> research projects, both<br />

nationally <strong>and</strong> internationally. For example,<br />

Centennial’s Applied Research Abroad<br />

Program (ARAP) supports students <strong>and</strong> faculty<br />

to work together on projects with international<br />

external partners.<br />

Students bring their own personal<br />

experience <strong>and</strong> expertise to collaborative<br />

projects. <strong>The</strong> synergy created between<br />

faculty <strong>and</strong> students is beneficial for both<br />

parties. Students can gain valuable insight <strong>and</strong><br />

skills from faculty that can help to prepare them<br />

for their future careers. Faculty, on the other<br />

h<strong>and</strong>, will get a glimpse into students’ learning<br />

experiences <strong>and</strong> stories. <strong>The</strong> information<br />

shared can enhance educational projects, as<br />

well as faculty teaching methodologies<br />

<strong>and</strong> strategies.<br />

64<br />


Faculty <strong>and</strong> students in the Collaborative<br />

Nursing Degree Program from the School of<br />

Community <strong>and</strong> Health Studies were invited<br />

to participate in the European Network<br />

on Virtual Simulation Online (ENVISION)<br />

project. Supported by Centennial’s ARAP,<br />

Professor Michelle Hughes, <strong>and</strong> nursing<br />

students Caitlin Cosgrove <strong>and</strong> Esther Bodach<br />

travelled to Tarragona, Spain to participate in<br />

this international opportunity.<br />

<strong>The</strong> ENVISION project is led by Pascale<br />

V<strong>and</strong>er Meeren from Artevelde University of<br />

Applied Sciences in Belgium with partners from<br />

Toronto Metropolitan University (including the<br />

Centennial College site), Ljudska Univerza<br />

Velenje in Slovenia, Oulu University of Applied<br />

Sciences in Finl<strong>and</strong>, Universitat Rovira i Virgili<br />

in Spain, Ghent University in Belgium, <strong>and</strong><br />

Joubel H5P in Norway.<br />

<strong>The</strong> team travelled to Universitat Rovira i<br />

Virgili in Tarragona, Spain to collaborate<br />

with the international partners on the final<br />

development stages for the ENVISION<br />

project. Cosgrove <strong>and</strong> Bodach transferred their<br />

knowledge gained from playing <strong>and</strong> developing<br />

previous Canadian Virtual Gaming Simulations<br />

(VGS) (e.g., Meal Assistance VGS) to the<br />

ENVISION project, <strong>and</strong> provided insight from<br />

a student perspective during the development<br />

of the Home Health Care <strong>and</strong> Pediatric<br />

Emergency virtual gaming simulations.<br />

During their time in Spain, the Centennial<br />

nursing team learned about different European<br />

healthcare systems (Belgium, Finl<strong>and</strong>,<br />

Spain, <strong>and</strong> Slovenia), highlighting similarities<br />

<strong>and</strong> differences to Canada’s healthcare<br />

system. <strong>The</strong> students’ inquisitive nature<br />

helped to uncover where the student role<br />

overlapped within each country’s healthcare<br />

system. For example, Cosgrove <strong>and</strong><br />

Bodach presented student feedback for the<br />

decision points within the VGS. <strong>The</strong> students<br />

also shared their experiences with virtual<br />

simulations in an ENVISION video, which will<br />

be posted on their website.<br />

<strong>The</strong> hosts from the Universitat Rovira i Virgili<br />

generously provided a tour of their simulation<br />

centres <strong>and</strong> shared how they incorporate<br />

simulation into their nursing curriculum.<br />

International collaboration is essential in<br />

underst<strong>and</strong>ing the variations within the different<br />

countries nursing scope of practice (O’Keefe<br />

et al., 2017). Being part of ARAP provided<br />

an immersive experience for the students<br />

to learn about nursing from an international<br />

perspective, enhance their cultural awareness,<br />

<strong>and</strong> apply theory to a real-world practice<br />

experience (Wihlborg <strong>and</strong> Friberg, 2016).<br />

Universitat Rovira i Virgili<br />

Knowledge exchange <strong>and</strong> collaboration with<br />

international partners can help advance<br />

nursing education <strong>and</strong> virtual simulation<br />

pedagogy in Canada.<br />

This exciting learning experience provided<br />

the nursing faculty <strong>and</strong> students with the<br />

opportunity to collaborate on an international<br />

project developing VGS. <strong>The</strong> Centennial<br />

nursing team gained knowledge about virtual<br />

simulation pedagogy, collaborated with the<br />

interprofessional team, <strong>and</strong> enhanced their<br />

leadership skills on an international level.<br />

Together, faculty <strong>and</strong> students can reimagine<br />

inclusive learning experiences to advance<br />

nursing education pedagogy. Metzger et<br />

al. (2020) found creating an inclusive<br />

environment through collaboration with students<br />

created a sense of belonging among the<br />

nursing students, which extended into their<br />

nursing practice. Designing inclusive learning<br />

environments, similar to the ENVISION project<br />

experience, can facilitate students’ active<br />

involvement in creating positive change in nursing<br />

education <strong>and</strong> prepare students for their future<br />

profession (Metzger et al., 2020). Valuable insight<br />

gained from student experiences can increase<br />

engagement <strong>and</strong> advance faculty teaching<br />

practices for future students.<br />

66<br />


References<br />

Metzger, M., Taggart, J., <strong>and</strong> Aviles, E. (2020). Fourth-year baccalaureate nursing students’<br />

perceptions of inclusive learning environments. <strong>The</strong> Journal of Nursing Education, 59(5),<br />

256–262. https://doi.org/10.3928/01484834-20200422-04<br />

O’Keefe, L. C., Frith, K. H., <strong>and</strong> Barnby, E. (2017). Nurse faculty as international research<br />

collaborators: International collaboration. Nursing <strong>and</strong> Health Sciences, 19(1), 119–125.<br />

https://doi.org/10.1111/nhs.12312<br />

Tavernier, J.; Wolfe, D. (2022). Student faculty committee: A quality improvement <strong>and</strong> engagement<br />

strategy in nursing education. <strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong> in Nursing. 17(2), 233–236.<br />

https://doi.org/10.1016/j.teln.2021.11.001<br />

Wihlborg, M., <strong>and</strong> Friberg, E. (2016). Framework for a virtual nursing faculty <strong>and</strong> student learning<br />

collaboration between universities in Sweden <strong>and</strong> the United States: A theoretical paper. Nurse<br />

Education Today, 41, 50–53. https://doi.org/10.1016/j.nedt.2016.03.012<br />

68<br />


e/IMAGINE<br />

70<br />

Your classroom may no longer<br />

look or feel the same. How can<br />

we continue to reinvent, create<br />

collaborative <strong>and</strong> seamless<br />

learning spaces, <strong>and</strong> consider<br />

flexible learning environments<br />

for all learners with a peek<br />

into hybrid, HyFlex, or blended<br />

delivery options.<br />




Early Childhood Education Program,<br />

School of Community <strong>and</strong> Health Studies<br />

re/IMAGINE<br />

Pauline Camuti-Cull <strong>and</strong> Marah Gardner Echavez<br />

Faculty, Early Childhood Education (ECE), School of Community <strong>and</strong> Health Studies (SCHS)<br />

From the panel I heard.. Vulnerability,<br />

Engagement, Equity, Facilitation.<br />

What I learned about myself: human<br />

presence creates memorable<br />

experiences that is long lasting<br />

(sharing is caring).<br />

Breakout Rooms did not work<br />

well. Some students stated other<br />

students took breaks, instead of<br />

engaging in the discussion.<br />

<strong>The</strong> link provided below offers an example<br />

of the rich discourse that we have<br />

experienced working with the Pedagogist<br />

Network of Ontario <strong>and</strong> as Postsecondary<br />

Pedagogists. <strong>The</strong> Pedagogist Network is<br />

a collaborative initiative led by Western<br />

University (Veronica Pacini-Ketchabaw) <strong>and</strong><br />

(R<strong>and</strong>a Khattar), York University (Cristina<br />

Delgado-Vintimilla), the University of Toronto<br />

(Fikile Nxumalo), Toronto Metropolitan<br />

University (Nicole L<strong>and</strong>), <strong>and</strong> Capilano<br />

University (Kathleen Kummen). As Early<br />

Childhood Educators <strong>and</strong> Postsecondary<br />

Pedagogists, we gather bimonthly to think<br />

together about readings that include the<br />

works of Foucault, Winnicott, <strong>and</strong> Agamden to<br />

“unfold” inquiries that emerge.<br />

our learning spaces. In silent reflection we<br />

wonder what this means. We are made to<br />

speculate if such change is possible without<br />

dismantling <strong>and</strong> reconstructing the systems <strong>and</strong><br />

related foundational principles that define our<br />

learning spaces.<br />

<strong>The</strong>se gatherings are instrumental<br />

in deepening our underst<strong>and</strong>ing<br />

<strong>and</strong> motivate us to disrupt our<br />

conventional ways of building<br />

systems of knowledge <strong>and</strong> knowing.<br />

Hearing <strong>and</strong> projecting that<br />

everybody in the classroom has<br />

a voice.<br />

<strong>The</strong>se gatherings are instrumental in<br />

deepening our underst<strong>and</strong>ing <strong>and</strong> motivate us<br />

to disrupt our conventional ways of building<br />

systems of knowledge <strong>and</strong> knowing. We work<br />

together to create more equitable <strong>and</strong> human<br />

ways of learning <strong>and</strong> living together. We hope<br />

that this article will motivate you to read<br />

our contribution to the fourth edition of the<br />

Pedagogist Network of Ontario Magazine that<br />

is dedicated to this collective Re-turn.<br />

<strong>The</strong> p<strong>and</strong>emic allowed all of us<br />

to reevaluate our own limits <strong>and</strong><br />

recognize that they don’t work<br />

anymore: we must be open to<br />

talking about vulnerability.<br />

Talking of anxiety,<br />

fear, the unknown,<br />

transparency, openness.<br />

In this re/TURN we are inspired to bring to<br />

question: What does it mean to re/TURN?<br />

What are we returning to? How do we<br />

want to re/TURN? We dare to imagine the<br />

pedagogical possibilities post-p<strong>and</strong>emic that<br />

extend beyond our familiar <strong>and</strong> comfortable<br />

pre-p<strong>and</strong>emic practices. Discursively <strong>and</strong><br />

materially, we are encouraged to Re-imagine<br />

72<br />

Submission Material<br />


References<br />

Downes, S., <strong>and</strong> Römhild, J. (2022). P<strong>and</strong>emic fiction as therapeutic play: <strong>The</strong> New York Times<br />

Magazine’s <strong>The</strong> Decameron Project (2020). <strong>The</strong>sis Eleven, 169(1), 45–61.<br />

https://doi.org/10.1177/07255136211069417<br />

MacNaughton, G. (2009). Doing Foucault in early childhood studies: Applying post structural ideas.<br />

Routledge.<br />

Phelan, A.M., Hansen, D.R. Toward a “thoughtful lightness”: Education in viral times. Prospects 51,<br />

15–27 (2021). https://doi.org/10.1007/s11125-020-09536-4<br />

In this re/TURN…<br />

We are heartened to re-imagine <strong>and</strong> re-define our learning spaces<br />

Historically fraught with production<br />

Defined by predetermined st<strong>and</strong>ards <strong>and</strong> syllabuses<br />

Too much content<br />

Too little time<br />

Charged with neo-liberal <strong>and</strong> colonial intentionality<br />

Consumed by the “doing”, “the getting done”, “the outcome”<br />

We are invited to read Foucault, Winnicott, <strong>and</strong> Agamben<br />

Inspired to bring to question discursively <strong>and</strong> materially the characteristics that define our<br />

learning spaces<br />

We are compelled to reflect on our relations<br />

Dynamics created <strong>and</strong> unleashed<br />

Aspiring to create more equitable learning spaces<br />

Re-defining our way of being together<br />

We are encouraged to give rise to politically charged discourse that challenge the status quo<br />

Struggling to find comfort in the tensions that come from disruption<br />

Marah<br />

74<br />

Drawn to create what Foucault <strong>and</strong> Agamben refer to as “counter spaces” or “zones of distinction”<br />

that bring a “playful <strong>and</strong> lightness” to discourse (Phelan <strong>and</strong> Russelbaek, 2021)<br />

Discursively <strong>and</strong> materially, we bring to question the underlying intentionality of our engagements<br />

Compelled to consider what is known <strong>and</strong> practiced, what is unknown <strong>and</strong> what can be imagined<br />

Watching our steps, moving forward, backward, always in a place of learning, evolving with pause<br />

<strong>and</strong> reflection<br />

Unsettled<br />

Pauline<br />

Submission Material 75

<strong>The</strong> Audio-Visual (AV) Team<br />

Audio Visual Media Services<br />

<strong>The</strong> history of hybrid teaching <strong>and</strong> learning at<br />

Centennial College started a long time before<br />

the COVID-19 p<strong>and</strong>emic.<br />

In keeping with industry-led innovations that<br />

often drive institutional business decisions,<br />

the years 2010-2011 marked a turning point<br />

for the College. Centennial’s Audio-Visual<br />

Technology not only moved classroom<br />

equipment from analog to digital st<strong>and</strong>ard,<br />

but also featured a microphone to the<br />

instructor’s desk <strong>and</strong> ceiling mounted pan-tiltzoom<br />

(PTZ) cameras for use as a document<br />

camera. Along with this, video conferencing via<br />

Microsoft Skype on the PC was also installed<br />

on the instructor’s desk in all of Centennial’s<br />

st<strong>and</strong>ard classrooms. This move resulted in<br />

Centennial’s AV Team receiving 2012 Ontario<br />

College Council of Chief Information Officers<br />

(OCCCIO) awards for AV Transformation<br />

<strong>and</strong> Media Technology. Clearly, the team<br />

was already paving the way <strong>and</strong> preparing<br />

for hybrid teaching <strong>and</strong> learning from a<br />

technology st<strong>and</strong>point.<br />

During the p<strong>and</strong>emic itself, the AV Team quickly<br />

pivoted from on-site support at five Centennial<br />

campuses with over 550 AV installations in<br />

classrooms, labs, meeting rooms, <strong>and</strong> college<br />

events to provide support <strong>and</strong> training for<br />

the College community virtually using video<br />

conference products such as Microsoft Teams,<br />

Zoom, Skype, Cisco Webex, <strong>and</strong> Adobe<br />

Connect. This was a massive shift in response<br />

to the ongoing remote work that allowed<br />




classes <strong>and</strong> delivery to continue with as little<br />

disruption as possible.<br />

Subsequent to this, February 2021 marked<br />

another milestone. Members of the AV<br />

Team, including Ivan Skyba, Michael Szoke,<br />

Dave Pearce, Leonid Mykolenko, <strong>and</strong><br />

Alex Stoupenkov, under the leadership of<br />

Dmitry Nikiforov, Manager of AV Services<br />

<strong>and</strong> Michael Young, Director of Integrated<br />

Services, started to work on the HyFlex Pilot<br />

Project in collaboration with the Centre for<br />

Faculty Development <strong>and</strong> <strong>Teaching</strong> <strong>Innovation</strong><br />

(CFDTI) team of the Academic <strong>Innovation</strong><br />

<strong>and</strong> Excellence Unit (AIEU). HyFlex is a<br />

teaching method that blends both in-person<br />

<strong>and</strong> online learning together. In a HyFlex<br />

structure, students can either attend live<br />

classes in-person or participate in the same<br />

classes online.<br />

<strong>The</strong> team put a strong emphasis on using<br />

existing HyFlex technology elements in the<br />

Centennial classrooms with adding additional<br />

cameras, microphones, <strong>and</strong> computer monitors<br />

selected for the project. <strong>The</strong>y also focused on<br />

training <strong>and</strong> educating the participating faculty<br />

on how to use these devices <strong>and</strong> products<br />

for hybrid teaching <strong>and</strong> learning. <strong>The</strong> team<br />

invested numerous hours designing, installing<br />

HyFlex technology, <strong>and</strong> modifying AV in 13<br />

classrooms at Progress, Story Arts Centre, <strong>and</strong><br />

Ashtonbee campuses. To this end, the team<br />

has curated <strong>and</strong> maintained the Centennial<br />

College Service Portal, an exhaustive wealth<br />

of information that aims to provide just-in-time<br />

support <strong>and</strong> resources that cover classroom<br />

technology, video walkthroughs, <strong>and</strong> IT related<br />

consultations <strong>and</strong> requests.<br />

<strong>The</strong> AV Team continued to work <strong>and</strong> support<br />

the hybrid classroom <strong>and</strong> lab experiences<br />

based on feedback from the HyFlex Pilot,<br />

which was extended to Phase 2 in the<br />

2022/<strong>2023</strong> Academic year. This second<br />

iteration extended to several other schools<br />

<strong>and</strong> areas (SETAS, SoT, SCMAD, SCHS,<br />

<strong>and</strong> SHTCA) that expressed interest in<br />

experimenting with HyFlex technology in their<br />

learning environments.<br />

Not everything was perfect during the HyFlex<br />

Pilot Project. <strong>The</strong>re were complaints from<br />

faculty about the complexity of the classroom<br />

technology. Especially about the quality of<br />

audio for classroom Zoom or MS Team video<br />

conferences. For example, one limitation<br />

was that faculty needed to stay at their<br />

podium or wherever their microphone was<br />

installed when speaking to their online student<br />

audience. As a result of these challenges<br />

that faculty experienced, improvements<br />

needed to be made to the technology. <strong>The</strong> AV<br />

Team researched <strong>and</strong> responded by testing<br />

<strong>and</strong> installing a Nureva microphone sound<br />

bar (in classroom D3-05 at Progress<br />

Campus), which proved to be an effective<br />

solution. <strong>The</strong> much improved audio quality<br />

means up to 1500 sq ft of classroom size not<br />

requiring the installation of separate speakers<br />

or complex wireless microphones. This has<br />

been a game changer <strong>and</strong> was replicated<br />

in 11 classrooms participating in the HyFlex<br />

Pilot Project Phase 2, along with additional<br />

cameras. <strong>The</strong>se installations, along with<br />

HyFlex technology installation SETAS labs<br />

A3-11 <strong>and</strong> A3-13 (Progress Campus) were<br />

successfully completed during the Fall 2022<br />

period despite supply chain issues with<br />

required electronic hardware <strong>and</strong> components.<br />

Currently, the AV Team is busy working on<br />

upgrading CFDTI’s training room (L3-13) to a<br />

HyFlex environment, i.e. Nureva microphone/<br />

sound bar, two confidence monitors for<br />

interacting with online audiences, <strong>and</strong> a<br />

second PC touchscreen monitor on the<br />

instructors’ podium for use as a whiteboard<br />

<strong>and</strong> other features. Additionally, SETAS labs at<br />

Morningside Campus (314 <strong>and</strong> 332) will mirror<br />

HyFlex installations in the two SETAS labs<br />

at Progress.<br />

Dmitry is also working with his team<br />

on the new HyFlex Classroom add-on<br />

st<strong>and</strong>ards. Once approved, the new learning<br />

spaces will offer a 130” diagonal projected<br />

image, enhanced audio for in-class <strong>and</strong><br />

online audiences, two cameras (one to show<br />

the classroom audience to online students,<br />

the second for showing an instructor in the<br />

classroom), AODA compliant mobile desk<br />

for an instructor with simplified controls, a<br />

large confidence display for projecting online<br />

interaction, wireless connectivity of instructors<br />

computer devices used in the classroom, <strong>and</strong><br />

simplified, user friendly, a.k.a “use a remote<br />

like with your home TV”, AV controls.<br />

<strong>The</strong>re’s always something brewing in the<br />

AV department that has been working<br />

tirelessly to support <strong>and</strong> provide the College<br />

community through these ongoing changes<br />

in the educational l<strong>and</strong>scape. <strong>The</strong> aim<br />

has always been to deliver exceptional<br />

educational experiences <strong>and</strong> enhance the<br />

teaching <strong>and</strong> learning journey for our students,<br />

faculty, <strong>and</strong> staff in this new <strong>and</strong> exciting<br />

post-COVID reality.<br />

76<br />


78<br />



Dr. Sowmya Kishore <strong>and</strong> Shannon Bramwell<br />

Faculty, Centre for Faculty Development <strong>and</strong> <strong>Teaching</strong> <strong>Innovation</strong> (CFDTI)<br />

Flexibility <strong>and</strong> access have become<br />

indispensable components of how we live,<br />

work, teach, learn, or play today. <strong>The</strong> p<strong>and</strong>emic<br />

only threw us more quickly into embracing<br />

<strong>and</strong> adopting a way of life <strong>and</strong> accelerated<br />

this process faster than it may have otherwise<br />

happened. <strong>The</strong> education sector, in particular,<br />

has been reimagined in more ways than<br />

ever. MOOCs, blended learning, online, <strong>and</strong><br />

distance offerings have been around since<br />

the early 2000s, but we’re clearly in the thick<br />

of an evolving paradigm shift that reflects<br />

<strong>and</strong> respects learner-centric approaches<br />

more intentionally.<br />

As Zhou et al. (2020) aptly describe, the “e” of<br />

e-<strong>Learning</strong> captures so many emerging facets<br />

of education: electronic, efficient, exploratory,<br />

experiential, exp<strong>and</strong>ed, extended, easy-touse,<br />

<strong>and</strong> enhanced learning. <strong>The</strong> message<br />

behind flexible learning is loud <strong>and</strong> clear,<br />

<strong>and</strong> its services <strong>and</strong> support are firmly<br />

grounded in incorporating both in-person<br />

<strong>and</strong> online approaches so that students<br />

can choose how, when, <strong>and</strong> where they<br />

study. Camosun College, B.C., aptly notes<br />

four principles that make this pedagogy truly<br />

holistic: accessible, inclusive, innovative,<br />

<strong>and</strong> sustainable.<br />

Technology <strong>and</strong> Pedagogy<br />

Higher education in the “fourth industrial<br />

revolution” has involved objectives that<br />

ensure a certain quality in teaching <strong>and</strong><br />

delivery to empower learners to access <strong>and</strong><br />

absorb knowledge via exploratory research<br />

<strong>and</strong> thereby sustain human development<br />

(Lup<strong>and</strong>a, 2020). <strong>The</strong> author notes how there<br />

is an increased pressure on postsecondary<br />

institutions in the fourth industrial age to put<br />

innovation, both evolutionary <strong>and</strong> revolutionary,<br />

high on its agenda. That they must deepen<br />

technology infrastructure by breaking down<br />

barriers, without degrading the educational<br />

experience, on the contrary, they must<br />

augment it.<br />

Sowmya<br />

Shannon<br />

To this end, at Centennial, our approach has<br />

allowed an array of projects <strong>and</strong> opportunities<br />

in the recent past, from the HyFlex Pilot to<br />

BringIT (bring your own device) initiative <strong>and</strong><br />

the transformation of st<strong>and</strong>ard classrooms into<br />

active learning spaces. Although all College<br />

initiatives share commonality in striving<br />

towards “empowering technology to empower<br />

people”, each project is uniquely suited to<br />

different learners <strong>and</strong> teachers:<br />

HyFlex: HyFlex provides the greatest amount<br />

of flexibility <strong>and</strong> autonomy to the learner<br />

whereby they get to choose how they wish to<br />

interact with each lesson on a weekly basis:<br />

i.e. live in-person, online synchronously,<br />

or online asynchronously at a later<br />

time. HyFlex classrooms have been equipped<br />

with state of the art audio/visual equipment<br />

in an effort to create a seamless video<br />

conferencing experience for those in person<br />

as well as those tuning in remotely. A pilot<br />

that was launched in Fall 2021 has resulted in<br />

more courses <strong>and</strong> programs embracing this<br />

approach across schools <strong>and</strong> campuses in the<br />

last two years.<br />

BringIT: As the college strives to model the<br />

future of work for both its employees, as well<br />

as students who are training for the workforce,<br />

the BringIT initiative allows for the affordances<br />

of technology to be brought into the classroom,<br />

as students each bring a device of their<br />

own. This project has adopted a technologyequity<br />

approach within programs; several<br />

being fully immersed in technology, while most<br />

others taking a ‘technology-enhanced’ path,<br />

thus allowing each area to make necessary<br />

upgrades be it curriculum, pedagogical, or<br />

industry related. It also ensures all programs<br />

integrate digital literacy <strong>and</strong> digital fluency in<br />

a scaffolded approach that maintains human<br />

connectedness, learning, <strong>and</strong> the needs of our<br />

learners in focus.<br />

Active <strong>Learning</strong> Classrooms: With increased<br />

technology in our lessons, many classrooms<br />

have also received a classroom transformation<br />

with updated <strong>and</strong> added hardware to support<br />

classes. <strong>The</strong>se spaces across Progress<br />

<strong>and</strong> Morningside Campuses have been<br />

transformed with multiple screens <strong>and</strong> access<br />

points, allowing for the display of various<br />

content simultaneously. <strong>The</strong> furniture in these<br />

rooms are fully movable, encouraging a more<br />

equitable classroom setting where there is no<br />

front or back of the room <strong>and</strong> learning is coconstructed<br />

between faculty <strong>and</strong> learners.<br />

<strong>The</strong>se agile <strong>and</strong> flexible initiatives present a<br />

very different view of teaching. No longer is the<br />

teacher the sole contributor when planning <strong>and</strong><br />

preparing a lesson. Rather, the preparation<br />

of lessons involves a host of parties<br />

with various expertise, coming together<br />

in the shared teaching <strong>and</strong> learning<br />

space. <strong>The</strong> inclusion of learning technologists<br />

to help choose technology tools, the use of<br />

instructional designers to help lay out course<br />

content, as well as the assistance of audio/<br />

visual <strong>and</strong> IT support staff to ensure lessons<br />

are delivered smoothly.<br />

This interdisciplinary approach requires<br />

underst<strong>and</strong>ing <strong>and</strong> respect for each individual’s<br />

role <strong>and</strong> a collaborative way to design engaged<br />

learning opportunities.<br />


To begin thinking about how the roles<br />

of instructional design <strong>and</strong> learning<br />

technology factor into your teaching<br />

practice, consider this checklist<br />

of questions:<br />

Instructional Design<br />

• I have tried to experience my course<br />

as a student: to see if it is intuitive,<br />

clear, <strong>and</strong> concise.<br />

• I provide multiple means of<br />

engagement: including options<br />

for students to do either or<br />

(i.e. read or watch)?.<br />

• Materials are presented in<br />

manageable chunks <strong>and</strong> released on a<br />

predictable schedule.<br />

<strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong><br />

• I provide opportunities (formal <strong>and</strong><br />

informal) to communicate <strong>and</strong> build<br />

community within my online classes.<br />

• I provide opportunities for students<br />

to feel safe <strong>and</strong> speak freely<br />

(ex. anonymous contributions).<br />

• I focus on the ‘why’ <strong>and</strong> ground my<br />

teaching strategies in theory.<br />

Educational Technology<br />

• I provide instructions <strong>and</strong> supports on how<br />

to use EdTech tools (without assuming<br />

students just know).<br />

• I take stock of the number of EdTech tools<br />

in my course, including how many require<br />

students to make an account.<br />

• <strong>The</strong> tools I incorporate are accessible <strong>and</strong><br />

inclusive to all.<br />

<strong>The</strong>se checklist questions provide an<br />

opportunity to pause <strong>and</strong> reflect on the ‘health’<br />

of faculty’s teaching practices across multiple<br />

modalities. To support continual growth in this<br />

era of teaching <strong>and</strong> learning, CFDTI is working<br />

to build upon the original Blended Online<br />

<strong>Learning</strong> <strong>and</strong> <strong>Teaching</strong> (BOLT) course <strong>and</strong> will<br />

offer a renewed version titled BOLT 2.0 in the<br />

Fall of <strong>2023</strong>.<br />

<strong>The</strong> truth is, our diverse student body entering<br />

the classroom today are radically different<br />

from those who have come before, <strong>and</strong> they<br />

dem<strong>and</strong> a change because of their ability to<br />

gather information faster than any previous<br />

generation. As facilitators, we must be the<br />

agents of change that they need by considering<br />

<strong>and</strong> adapting to the changing l<strong>and</strong>scape of<br />

education, particularly in the online domain.<br />


Anu Shergill<br />

Student, Early Childhood Education (ECE), School of Community <strong>and</strong> Health Studies (SCHS)<br />

References<br />

80<br />

Lup<strong>and</strong>a, I. (2020, November 12). <strong>The</strong> impact of the Fourth Industrial Revolution on Higher <strong>Learning</strong><br />

Institutions. CTU Training Solutions. Retrieved February 19, <strong>2023</strong>, from https://ctutraining.ac.za/<br />

the-impact-of-the-fourth-industrial-revolution-on-higher-learning-institutions/#:~:text=<strong>The</strong>%20<br />

goal%20of%20higher%20education,societies%20by%20means%20of%20service.<br />

Principles of Flexible <strong>Learning</strong>. (n.d.). Retrieved February 19, <strong>2023</strong>,<br />

from https://camosun.ca/about/centre-excellence-teaching-<strong>and</strong>-learning/elearning/principlesflexible-learning<br />

Zhou, L., Wu, S., Zhou, M., <strong>and</strong> Li, F. (2020). ‘School’s out, but class’ on’, the largest online education<br />

in the world today: Taking China’s practical exploration during <strong>The</strong> COVID-19 epidemic<br />

prevention <strong>and</strong> control as an example. Best evid chin edu, 4(2), 501-519.<br />

“It's a fun way to portray the re/TURN to campus life by<br />

falling out of a portal! It's a sudden change, but we need<br />

to adapt in order to socialize.”<br />


I had the privilege of interviewing Maria,<br />

a graduate from Centennial’s Workplace<br />

Wellness <strong>and</strong> Health Promotion program<br />

<strong>and</strong> later the Career Development<br />

Practitioner program at George Brown<br />

College. Maria hopes to secure a full-time<br />

permanent role in higher education. With her<br />

Bachelor of Psychology degree, she would<br />

draw on her previous experience working<br />

as an advisor at a university in Colombia<br />

in transitioning to a permanent role in<br />

Canada. Maria has further developed her<br />

skills <strong>and</strong> network through a variety of<br />

part-time <strong>and</strong> contract positions. As an<br />

international student, she credits her field<br />

placements for providing opportunities to learn<br />

about the Canadian workplace <strong>and</strong> establish<br />

professional connections.<br />

Maria’s experience is not unique. A college<br />

credential is often seen by international<br />

students as the pathway to career opportunities<br />

in Canada. However, Maria contends that the<br />

job market is very competitive, particularly for<br />

newcomers. Despite musings in some circles<br />

that it’s now a seekers market, others argue<br />

that an impending recession signals a more<br />

ambiguous employment l<strong>and</strong>scape. <strong>The</strong> fact<br />

remains that the job search is daunting for<br />

many of our students. Stuck in a cycle of shortterm,<br />

contract, <strong>and</strong> precarious employment,<br />

graduates like Maria ultimately hope to secure<br />

employment that offers a livable wage, healthy<br />

working environment, benefits, <strong>and</strong><br />

job security.<br />



Dr. Tracey Lloyd<br />

Director, Career Services <strong>and</strong> Cooperative Education<br />

Currently, there are approximately 16,000<br />

international students enrolled at Centennial<br />

College, representing about 60 per cent of<br />

the student population. “Immigration <strong>and</strong><br />

employment are closely connected”, says<br />

Maria, reminding us of the complexities of<br />

career advising when working with international<br />

students. As we emerge on the other side of a<br />

global p<strong>and</strong>emic amidst geopolitical disruptions<br />

<strong>and</strong> economic uncertainty, how do we rethink<br />

our approach to career education?<br />

Would a more intentional <strong>and</strong> integrated<br />

approach (McMahon <strong>and</strong> Patton, 2019)<br />

serve to improve employment outcomes for<br />

our students?<br />

Preparing students for the world of work<br />

Career education focuses on equipping<br />

students with the necessary employability <strong>and</strong><br />

career development skills. It’s a given that<br />

students need to know what they bring to the<br />

table <strong>and</strong> how the employment market aligns<br />

with their skillset. <strong>The</strong>y require the necessary<br />

job search tools—a polished resume, interview<br />

skills, <strong>and</strong> a strong online presence. Given that<br />

most jobs are uncovered through leads<br />

in your personal network, students also<br />

benefit from having established professional<br />

connections. Attesting to the power of<br />

networking, Maria shares how she applied for a<br />

job online with no response. She then reached<br />

out to a former professor who connected her to<br />

an employee at that company. Maria followed<br />

up with the contact who later forwarded her<br />

resume to the hiring manager. Maria was<br />

interviewed <strong>and</strong> hired. This shows just how<br />

instrumental professors can be in helping<br />

students access employment opportunities.<br />

Employers identify communication,<br />

collaboration, adaptability, <strong>and</strong> problemsolving<br />

skills, along with an entrepreneurial<br />

mindset, as essential competencies in an everchanging<br />

job market (Social Research <strong>and</strong><br />

Demonstration Corporation, 2021). As students<br />

continue to navigate the employment terrain<br />

<strong>and</strong> build their careers, the ability to leverage<br />

technology, constantly market themselves,<br />

<strong>and</strong> foresee emerging opportunities presents a<br />

competitive advantage.<br />

Technology is even more prevalent in<br />

our work lives today. Remnants of the<br />

p<strong>and</strong>emic era including virtual interviews,<br />

online networking events, <strong>and</strong> remote work<br />

are more commonplace. <strong>The</strong> ubiquity of<br />

applicant tracking systems, AI features in job<br />

search tools, <strong>and</strong> social media marketing<br />

trends require more advanced digital<br />

skills. Strengthening these essential career<br />

skills through intentional learning activities<br />

levels the playing field as students will be<br />

better prepared for the job search process <strong>and</strong><br />

the world of work.<br />

Embedding career skills throughout the<br />

learning journey<br />

Early engagement in career planning <strong>and</strong><br />

job search activities is critical in easing the<br />

transition to meaningful employment.<br />

However, connecting with campus career<br />

services may not be top of mind as students<br />

commence their studies. Students are often<br />

overwhelmed by the transition to college <strong>and</strong><br />

as a newcomer, the adjustment to a new city<br />

<strong>and</strong> culture can be quite challenging, notes<br />

Maria. Some students are balancing school,<br />

work, <strong>and</strong> family commitments. Participation in<br />

co-curricular activities, however valuable,<br />

are not always feasible. Given that the main<br />

connections for students are likely their<br />

professors, how can faculty intentionally weave<br />

important career skills throughout every course<br />

that is part of the academic program?<br />

In addition to the job search tools, career<br />

skills encompass the competencies that<br />

enable students to thrive in the workplace <strong>and</strong><br />

successfully manage their career development<br />

throughout their work lives.<br />

Best practices include:<br />

• Having students conduct virtual <strong>and</strong> inperson<br />

coffee chats <strong>and</strong> informational<br />

interviews with alumni <strong>and</strong> industry<br />

professionals as an assignment.<br />

• Assessing collaboration skills in group<br />

work <strong>and</strong> highlighting the value of<br />

this activity as an essential career<br />

management competence.<br />

82<br />


Career learning activities allow students to<br />

regularly reflect on their unique strengths <strong>and</strong><br />

skills, gain a better underst<strong>and</strong>ing of industry<br />

trends <strong>and</strong> employer expectations, <strong>and</strong> learn<br />

from professionals in the field.<br />

Aligning curriculum with career competencies<br />

<strong>and</strong> scaffolding career skills throughout<br />

the program would help students develop<br />

the capacity <strong>and</strong> confidence in working<br />

towards their career goals (Taylor <strong>and</strong><br />

Haras, 2020). In cases where there is a<br />

dedicated employment preparation course,<br />

learning objectives can be reinforced in other<br />

courses. As Maria notes, mindset is perhaps<br />

the most important part of the process. In the<br />

job search process, you need to constantly<br />

overcome self-doubt, manage rejection, <strong>and</strong><br />

affirm your strengths. Psychological hardiness<br />

(Hirschi, 2012) is therefore an essential career<br />

resource in fostering resilience.<br />

Co-curricular programming presents another<br />

rich opportunity for the integration of career<br />

skills. Promising practices include:<br />

• Sharing employer expectations at<br />

orientation<br />

• Developing employability skills through<br />

advising <strong>and</strong> co-curricular programs <strong>and</strong><br />

services<br />

• Engaging students in some preliminary<br />

career planning <strong>and</strong> goal setting<br />

• Highlighting on-campus jobs as another<br />

valuable skill development opportunity<br />

Career Services has recently launched the<br />

on-campus employment toolkit to guide<br />

supervisors in articulating transferable skills<br />

in job descriptions, establishing learning<br />

goals, <strong>and</strong> engaging in meaningful career<br />

conversations with student employees.<br />

In scenarios where faculty <strong>and</strong> staff need to<br />

address student behaviours, for example those<br />

related to conduct <strong>and</strong> academic integrity,<br />

applying a career lens is helpful so that<br />

students can assess their actions in relation to<br />

their future career goals.<br />

“To be truly developmental <strong>and</strong> educative,<br />

it is also critical that the student underst<strong>and</strong><br />

how [their] behavior affects others <strong>and</strong> how<br />

engaging in that behavior may affect [their]<br />

future, particularly in the context of career<br />

choice. If the student’s career choice is<br />

unknown, then it is especially important to<br />

help [them] underst<strong>and</strong> that without a specific<br />

career goal, maintaining a positive behavioral<br />

record…is essential to protect [their] future<br />

employment <strong>and</strong>/or postgraduate opportunities”<br />

(Zdziarski <strong>and</strong> Wood, 2008).<br />

As influencers of a student’s career<br />

development trajectory, we are all invited to<br />

consider our interactions with students <strong>and</strong><br />

connect activities, where possible, to advance<br />

the development of their employability skills.<br />

Aligning institutional culture<br />

We all have an integral role in forwarding<br />

our mission “Educating Students for<br />

Career Success”. Career education<br />

reimagined begins with graduate<br />

employment in mind. Curricular <strong>and</strong> cocurricular<br />

interventions represent just one<br />

piece of the puzzle. Employers are also key<br />

partners, particularly their critical contributions<br />

to work-integrated learning programs, as we<br />

continue to exp<strong>and</strong> these opportunities for<br />

students. Nonetheless, the integration of career<br />

skills in all facets of the student’s academic<br />

journey will serve to enhance motivation <strong>and</strong><br />

encourage persistence. So how can faculty be<br />

supported in facilitating career conversations in<br />

teaching their courses? What learning activities<br />

in <strong>and</strong> outside of the classroom can help<br />

students develop a deeper underst<strong>and</strong>ing of<br />

the workplace <strong>and</strong> employer expectations?<br />

Improving employment outcomes for our<br />

students entails a shared commitment,<br />

collective effort, <strong>and</strong> a coordinated approach<br />

across departments <strong>and</strong> at all levels of the<br />

institution. It also requires a systems thinking<br />

lens <strong>and</strong> consideration of the contextual<br />

variables that influence career decision-making<br />

<strong>and</strong> outcomes. On the horizon is the creation<br />

Additional insights from Maria…<br />

• Underst<strong>and</strong> employer expectations, connect<br />

with alumni <strong>and</strong> industry<br />

• <strong>The</strong> interview process can seem<br />

intimidating, don’t let the language barrier<br />

stop you<br />

• Find ways to improve conversational skills,<br />

consider joining Toastmasters<br />

• Connect with your own community to help<br />

you feel a sense of belonging<br />

• Job searches are trial <strong>and</strong> error, use<br />

different strategies to see what works best<br />

• Employment <strong>and</strong> immigration are tightly<br />

coupled, unrelated jobs often help pay bills<br />

• More work with employers by the College<br />

can help highlight the post graduate work<br />

permit process<br />

of a college-wide Workforce Development <strong>and</strong><br />

Employment Strategy which will likely focus<br />

on advocacy <strong>and</strong> incorporate other tactics,<br />

including how to better engage employers<br />

given the unique strengths <strong>and</strong> offerings of our<br />

students. Additionally, it will advance the work<br />

with government <strong>and</strong> also with employers to<br />

overcome bias <strong>and</strong> better support the hiring<br />

<strong>and</strong> retention of international students <strong>and</strong><br />

those from underrepresented groups. With the<br />

newly formed Industry, Employment <strong>and</strong><br />

Community Relations division, partnership<br />

is essential in moving the needle on<br />

graduate employment.<br />

Maria was extremely gracious <strong>and</strong> excited to<br />

share her story. I was inspired. My hope is<br />

that her experience <strong>and</strong> the stories from other<br />

students will provide further inspiration <strong>and</strong><br />

considerations going forward. You can hear<br />

more from Maria here.<br />

Maria Pugliese<br />

International alumnus<br />

<strong>and</strong> Project Assistant<br />

with Career Services <strong>and</strong><br />

Co-operative Education<br />

84<br />


References<br />

Hirschi, A. (2012). <strong>The</strong> Career Resources Model: An Integrative Framework for Career Counsellors.<br />

British Journal of Guidance <strong>and</strong> Counselling, Vol. 40(4), 369-383.<br />

McMahon, M. <strong>and</strong> Patton, W. (2019). <strong>The</strong> Systems <strong>The</strong>ory Framework of Career Development:<br />

Applying Systems Thinking to Career Development <strong>The</strong>ory <strong>and</strong> Practice. In N. Arthur, R. Neault<br />

<strong>and</strong> M. McMahon (Eds.), Career <strong>The</strong>ories <strong>and</strong> Models at Work: Ideas for Practice (pp. 237-247).<br />

Toronto: CERIC.<br />

Social Research <strong>and</strong> Demonstration Corporation. (2021). Research report to support the launch of<br />

Skills for Success: Structure, evidence, <strong>and</strong> recommendations: Final Report. Ottawa.<br />

Taylor, S.C. <strong>and</strong> Haras, C. (2020). Beyond Classroom Borders: Linking <strong>Learning</strong> <strong>and</strong> Work Through<br />

Career-Relevant Instruction. Washington, DC: American Council on Education.<br />

Zdziarski, E. <strong>and</strong> Wood, N. (2008). Forums for Resolution. In J. Lancaster <strong>and</strong> D. Waryold (Eds.),<br />

Student Conduct Practice: <strong>The</strong> Complete Guide for Student Affairs Professionals (pp. 97-111).<br />

Virginia: Stylus Publishing, LLC.<br />

86<br />


e/ALIGN<br />

How can we ensure a consistent<br />

delivery of high-quality courses<br />

across a variety of modalities?<br />

88<br />



re/ALIGN<br />




Wearable, Interactive, Mobile Technology Access Centres in Health<br />

How to take all the rich content that<br />

has been packed into asynchronous<br />

courses <strong>and</strong> transition it to face-toface<br />

when return.<br />

Ask students how they<br />

want to contribute <strong>and</strong><br />

how they want to learn.<br />

How do we<br />

engage students in<br />

different modalities?<br />

We must support student<br />

success regardless of<br />

the modality.<br />

Looking for ways to<br />

centralize content so all<br />

have access to it.<br />

We need to ensure<br />

that quality between<br />

sections that are offered<br />

in different modalities are<br />

consistent, particularly<br />

when developing courses<br />

<strong>and</strong> programs.<br />

Over the last few years, COVID-19 has<br />

negatively affected Canadian business<br />

owners <strong>and</strong> continues to impact Canadian<br />

businesses today. As a result, to address this<br />

challenge, WIMTACH focused on upholding<br />

businesses, <strong>and</strong> to remain a reliable resource<br />

as a valued Technology Access Centre for<br />

Canadian entrepreneurs. In 2022, WIMTACH<br />

collaborated with industry partners on 44<br />

projects <strong>and</strong> hired 22 Centennial College<br />

experts to assist with applied research<br />

projects while providing experiential paid<br />

learning opportunities to over 110 Centennial<br />

College students. <strong>The</strong>se partnerships included<br />

collaborations with the Toronto Zoo, the City of<br />

Toronto, Wosler Diagnostics, <strong>and</strong> <strong>The</strong><br />

Reading Partnership.<br />

<strong>The</strong> WIMTACH research team was able to<br />

meet the dem<strong>and</strong>s of small <strong>and</strong> medium-sized<br />

businesses in the Greater Toronto Area by<br />

securing funding, experts, <strong>and</strong> resources to<br />

develop custom projects that target pain points<br />

for businesses. One of these collaborations<br />

was with Navco Pharmaceuticals, in<br />

which a team of WIMTACH researchers<br />

developed a custom h<strong>and</strong> sanitizer for<br />

commercialization. Navco Pharmaceuticals<br />

partnered with WIMTACH in 2022 to exp<strong>and</strong><br />

its product line to include an alcohol-free<br />

h<strong>and</strong> sanitizing cream. <strong>The</strong> WIMTACH<br />

research team developed a model product<br />

with a success rate of 99.99 per cent efficacy<br />

at repelling microorganisms<br />

for continued use of fourhours.<br />

After final testing <strong>and</strong><br />

quality assurance, Navco<br />

Pharmaceuticals is looking<br />

to put this product on the<br />

market. Marek Jasinski, the Chief<br />

Technology Officer at Navco<br />

Pharmaceuticals explained that<br />

the collaboration with WIMTACH<br />

was beneficial <strong>and</strong> expressed<br />

an interest in partnering with<br />

WIMTACH on another applied<br />

research project. “It was just an<br />

amazing experience as the first<br />

laboratory collaboration [for Navco<br />

Pharmaceuticals] with another<br />

partner in this industry,” Jasinski<br />

said.<br />

90<br />


Student Researchers, Islam Albadawi <strong>and</strong><br />

Tar<strong>and</strong>eep Bansal, had the opportunity to get<br />

a unique training experience while working<br />

on the project. “It’s not just a project, it’s with<br />

an industry partner so we are making a real<br />

difference,” said Islam. “It’s such an interesting<br />

<strong>and</strong> enriching experience for a student to<br />

have. It gives you the h<strong>and</strong>s-on experience of<br />

how research is done.” Tar<strong>and</strong>eep was equally<br />

pleased with his internship experience. “It was<br />

very good in terms of exposing us, exposing<br />

an international student to how research goes<br />

on in Canada <strong>and</strong> how you have to collaborate<br />

(being in an educational or a research <strong>and</strong><br />

institutional background), <strong>and</strong> manage things<br />

with an industry partner,” he said. “Overall, it<br />

was a test on every skill that we learned during<br />

our study curriculum.” Professor Nurul Hassan,<br />

a co-Principal Investigator on the project, with<br />

Principal Investigator Professor Siyam Subair,<br />

mentioned how valuable this project was for<br />

him. “I learned from the process <strong>and</strong> the whole<br />

experience, [things like] time management<br />

<strong>and</strong> how to effectively use chemicals in a<br />

laboratory. <strong>The</strong>se were all new learning<br />

experiences for me as well,” said<br />

Professor Hassan.<br />

Xello Inc. engaged WIMTACH in another<br />

successful project collaboration on an<br />

applied research project centered on<br />

upgrading a framework for their existing web<br />

applications. For the Xello team, WIMTACH<br />

was a valuable resource to find experts <strong>and</strong><br />

skilled developers needed to undertake<br />

a project that the company was unable to<br />

shoulder. Ben Pierce, the Vice President<br />

of Xello Inc., was very pleased with the<br />

collaboration <strong>and</strong> noted that the partnership<br />

was instrumental in removing some of the<br />

major roadblocks of project development,<br />

including finding <strong>and</strong> managing a team of<br />

skilled professionals who can deliver great<br />

work on deadline. “Normally, this is something<br />

we would have to do on the Xello side but<br />

[WIMTACH] knows these students, knows<br />

where they perform well, <strong>and</strong> [they are] able<br />

to match the skills we need on the team<br />

to the project <strong>and</strong> h<strong>and</strong>le quite a bit of the<br />

organizational work that would normally<br />

have to be done within the company,” Pierce<br />

said. Students were able to share insightful<br />

ideas to improve upon project development<br />

decisions. “We probably had three or four<br />

really great ideas come in just from the student<br />

side…things we would never have thought of<br />

internally,” he said.<br />

As a result of the continued partnership<br />

with WIMTACH, Xello Inc., hired several<br />

WIMTACH Student Researchers as fulltime<br />

developers after their graduation<br />

in December 2021. Gag<strong>and</strong>eep Singh<br />

was one student who benefited from this<br />

collaboration. Singh assisted the WIMTACH<br />

research team in the development of a project,<br />

<strong>and</strong> through that experience, was able to<br />

secure a Front-End Development role with<br />

Xello Inc. “[At WIMTACH] everyone was just<br />

so helpful. My manager, the one who hired me,<br />

would be open to help me on every topic <strong>and</strong><br />

angle. Moreover, because many of us were<br />

students, it was effortless to seek help, as<br />

everyone needed it as much as I did,” Singh<br />

said. “[<strong>The</strong> WIMTACH internship was] the most<br />

engaging <strong>and</strong> interesting work experience…<br />

WIMTACH is as real as it gets in simulating<br />

real work experience on campus.”<br />

Moreover, in mid-2021, Dicentra, a Torontobased<br />

Contract Research Organization,<br />

collaborated with WIMTACH to develop a<br />

platform-independent, user-friendly, Artificial<br />

Intelligence (AI) enabled web application to<br />

collect <strong>and</strong> manage participant information<br />

<strong>and</strong> identify appropriate participants<br />

from their database for specific clinical<br />

trials. <strong>The</strong> application uses a point system<br />

that enables administrators to easily manage<br />

clinical trial participants to reduce recruitment<br />

costs. Peter Wojewnik, Dicentra’s project lead<br />

<strong>and</strong> Vice President of Growth, Marketing, <strong>and</strong><br />

Sales, was satisfied with the collaboration.<br />

“WIMTACH has been outst<strong>and</strong>ing so far <strong>and</strong><br />

I am so happy I found them. <strong>The</strong>y have been<br />

extremely helpful <strong>and</strong> accommodating <strong>and</strong><br />

they made the whole process very easy <strong>and</strong><br />

exciting,” Wojewnik said.<br />

Continuing to assist businesses to stay ahead<br />

of industry innovation <strong>and</strong> technological<br />

development, the WIMTACH research team<br />

is currently assisting several businesses with<br />

innovative applied research projects. Some of<br />

these collaborations include Legacy Financial<br />

Canada Inc., a Toronto-based financial<br />

planning <strong>and</strong> services firm, with the<br />

development of an Artificial Intelligence<br />

system to manage workflow <strong>and</strong> enable<br />

communication between clients <strong>and</strong><br />

advisors. WIMTACH is also working with<br />

Interaxon, a Toronto-based company, on Muse,<br />

a responsive sleep experience designed to<br />

monitor <strong>and</strong> improve sleep hygiene. Muse is<br />

also a multi-sensor meditation device that<br />

provides real-time feedback on brain activity,<br />

heart rate, breathing, <strong>and</strong> body movements<br />

to help build a consistent meditation<br />

practice. With the Fabric-Based Research,<br />

<strong>Innovation</strong> <strong>and</strong> Technology Development<br />

(FIBRE) program, WIMTACH aims to help<br />

Interaxon by increasing the lifetime of the<br />

Muse headb<strong>and</strong>s, providing a solution to the<br />

low durability challenges posed by the current<br />

Muse headb<strong>and</strong>s. Amal Surendran, a Student<br />

Researcher involved in the development<br />

of the FIBRE project, is another student<br />

who has noted benefits from his internship<br />

at WIMTACH. “After joining WIMTACH,<br />

I understood why meeting deadlines, being part<br />

of the team, <strong>and</strong> being someone people can<br />

rely on when needed is so crucial,” Surendran<br />

said. WIMTACH’s student engagement<br />

initiative <strong>and</strong> teaching model continues to<br />

prepare Centennial College students for<br />

employment as it remains a leader among<br />

other Technology Access Centres in providing<br />

paid student development opportunities.<br />

In 2022, WIMTACH collaborated<br />

with industry partners on<br />

44 projects <strong>and</strong> hired 22<br />

Centennial College experts to<br />

assist with applied research<br />

projects while providing<br />

experiential paid learning<br />

opportunities to over 110<br />

Centennial College students.<br />

92<br />


THE re/TURN<br />

Click anywhere<br />

inside the phone<br />

screen to play<br />

the video.<br />

Melissa-Anne Bartrem<br />

Faculty, Performing Arts Fundamentals <strong>and</strong> <strong>The</strong>atre Arts <strong>and</strong> Performance,<br />

School of Communications, Media, Arts <strong>and</strong> Design (SCMAD)<br />

On the spot, in elevation, changing directions, across the floor.<br />

Displaying axes, adding shape, showing texture.<br />

As a group, with a partner, connected.<br />

Fast, slow, synchronized.<br />

Freedom.<br />

TURNS.<br />

<strong>The</strong> p<strong>and</strong>emic has changed how dancers<br />

train, rehearse, <strong>and</strong> perform <strong>and</strong> how dance<br />

audiences’ experience dance. Many of<br />

these changes have been positive, including<br />

increased interest <strong>and</strong> visibility of dance in<br />

virtual contexts <strong>and</strong> more accessible online<br />

training opportunities for various abilities <strong>and</strong><br />

interests. <strong>The</strong>re was however, one aspect of<br />

dance during lockdown that was a consistent<br />

challenge <strong>and</strong> source of frustration for dance<br />

students <strong>and</strong> professionals alike: SPACE!<br />

<strong>The</strong> lack of adequate space with safe <strong>and</strong><br />

effective flooring <strong>and</strong> equipment was a<br />

challenge for skill acquisition <strong>and</strong> maintenance,<br />

particularly with turning movements.<br />

This video is a collaboration between Instructor<br />

Melissa Bartrem <strong>and</strong> Centennial College<br />

Performing Arts Fundamentals (PAFS)<br />

students who composed turn sequences after a<br />

discussion about their feelings of their re/TURN<br />

to in-person dance training, rehearsals, <strong>and</strong> the<br />

freedom to turn again.<br />

94<br />


96<br />

<strong>The</strong> COVID-19 p<strong>and</strong>emic forced the college<br />

to quickly adapt to virtual learning, while also<br />

providing a platform to creatively address<br />

accessibility in the postsecondary<br />

environment. This institution has a long track<br />

record of supporting the academic needs <strong>and</strong><br />

accommodations of students with disabilities <strong>and</strong><br />

should be proud of this legacy. Prior to the<br />

p<strong>and</strong>emic, most courses were delivered in<br />

person, where faculty <strong>and</strong> CALCS worked<br />

collaboratively to support the accommodations of<br />

students with disability-related needs. That being<br />

said, there was an opportunity for growth <strong>and</strong><br />



Observing the impact of digital<br />

accessibility post-p<strong>and</strong>emic<br />

Lyle Williams<br />

Adaptive Technology Specialist,<br />

Centre for Accessible <strong>Learning</strong> <strong>and</strong> Councelling Services (CALCS)<br />

improvement. <strong>The</strong> p<strong>and</strong>emic provided<br />

an opportunity for us to reconsider how<br />

Centennial delivers education, services, <strong>and</strong><br />

accommodations while providing a more<br />

inclusive <strong>and</strong> accessible environment for our<br />

students. Through this experience, we have<br />

come to learn that many of the adjustments<br />

we made must persist as we progress into<br />

future academic years.<br />

With an influx of classes switching to an<br />

online mode of delivery, we quickly began<br />

to examine which virtual delivery solutions<br />

worked best from a faculty, student, <strong>and</strong><br />

institutional perspective. We wanted to<br />

ensure that virtual delivery platforms were<br />

robust, easy to use, integrated, <strong>and</strong><br />

accessible. For instance, areas of<br />

the college reviewed how Adobe<br />

Connect had many features<br />

that supported good teaching<br />

<strong>and</strong> learning but lacked<br />

accessibility components.<br />

Bongo/Virtual Classroom<br />

was integrated into<br />

Brightspace (eCentennial)<br />

but lacked many of the<br />

virtual conferencing<br />

features that existed on<br />

other platforms.<br />

Microsoft Teams<br />

matured during<br />

the p<strong>and</strong>emic <strong>and</strong><br />

had much of what<br />

was desired in a good<br />

virtual conferencing<br />

platform. Likewise, its<br />

counterpart Zoom began to excel, continuing to<br />

add several features <strong>and</strong> gained the capacity to<br />

be integrated into Brightspace.<br />

Impact on students<br />

Students with <strong>and</strong> without disabilities found<br />

virtual/remote education to be more accessible<br />

with improved access to digital content,<br />

recorded lectures, recorded demonstrations,<br />

etc. Recorded lectures have provided many<br />

students with the ability to review course<br />

content at a different pace to support their<br />

study/learning style. Students have commented<br />

on how personal the instruction feels with them<br />

being able to see the faculty’s screen, face,<br />

<strong>and</strong> content more clearly. Students expressed<br />

a sense of anonymity <strong>and</strong> did not feel singled<br />

out as a student requiring accommodations.<br />

Captions transformed the learning experience<br />

for many students. Students who are deaf,<br />

deafened, or hard-of-hearing now have access<br />

to real-time captions <strong>and</strong> transcripts through<br />

the virtual conference platform. Captions also<br />

supported students who benefit from livecaptioning<br />

or transcripts for clarity <strong>and</strong><br />

underst<strong>and</strong>ing, such as English-language<br />

learners, students with attention/focus<br />

challenges, etc. Students with hearing devices,<br />

such as implants, or hearing aids<br />

were now able to directly connect<br />

their computers for improved sound<br />

quality. Most importantly, students<br />

were able to use their assistive<br />

technology for lectures, labs,<br />

<strong>and</strong> studying.<br />

Students identified other benefits<br />

of virtual delivery relating to<br />

the cost-effectiveness of not<br />

having to commute or pay for<br />

parking. Students with medical<br />

conditions or those who are<br />

immunocompromised,<br />

also benefited from virtual<br />

delivery by not having to expose<br />

themselves to the potential risk of<br />

in-person instruction.<br />

Virtual delivery was not a perfect<br />

solution as students cited drawbacks <strong>and</strong><br />

challenges, including not having access<br />

to reliable internet, a computer (device),<br />

to concentrate during lectures or while<br />

studying, or being challenged with general<br />

technical issues connecting to synchronous<br />

lectures. Additionally, students reported<br />

difficulties focusing for extended periods of<br />

time in front of a computer screen, feeling<br />

disconnected from the student experience,<br />

not having direct in-person access to their<br />

faculty or other students, challenges with<br />

self-discipline, managing time, clarification,<br />

<strong>and</strong> other commitments. Some students felt<br />

disconnected from the student experience<br />

since they were not on campus or able<br />

to socialize. Students also expressed an<br />

inconsistency with video-conferencing solutions<br />

<strong>and</strong> confusion or misunderst<strong>and</strong>ing of how to<br />

use these technologies. <strong>The</strong>se inconsistencies<br />

utilizing virtual proctoring solutions<br />

highlighted the inaccessibility of these<br />

platforms in their goal of supporting student<br />

accommodations. Students found they<br />

were not always able to use their assistive<br />

technology on some of these inaccessible<br />

conferencing platforms.<br />


CALCS staff surveyed Disability Technologists<br />

throughout North America <strong>and</strong> beyond <strong>and</strong><br />

authored a discussion paper examining<br />

the impact of virtual support during the<br />

p<strong>and</strong>emic. This paper helped gauge how<br />

effective (or not) virtual/remote support has<br />

been for students. Some of what we learned<br />

from these professionals may be relatable to<br />

virtual/hybrid/HyFlex teaching <strong>and</strong> learning<br />

in general:<br />

• A majority of students reported having<br />

access to high-speed internet <strong>and</strong> a<br />

computer/device (with few devices being<br />

shared with others in the home).<br />

• Greater than 80 per cent of respondents<br />

identified that virtual support has been<br />

positive for their students <strong>and</strong> the institution.<br />

• Greater than 92 per cent of respondents<br />

support continuing virtual/remote disability<br />

support with 74 per cent indicating it is a<br />

better experience for students.<br />

• 67 per cent of respondents indicate they<br />

have fewer no-shows/missed appointments.<br />

What can you do?<br />

As a faculty member, you can have a tremendous impact on the accessibility of your<br />

courses. <strong>The</strong> three principles of UDL are a great starting point <strong>and</strong> work towards an<br />

inclusive classroom. Beyond UDL you want to consider accessibility for your learners with<br />

disabilities. This is when you want to examine how to remove barriers in your courses that impact<br />

reading, comprehension, <strong>and</strong> navigation. Here are three tips to increase the accessibility of<br />

our courses:<br />

1. Increase your document <strong>and</strong> content accessibility using the Accessibility Checker in Microsoft.<br />

2. Provide captions <strong>and</strong> transcripts for any virtual, video, or audio content.<br />

• Enable captions in Zoom conferences<br />

• Caption recorded content with MediaSite, Microsoft Stream, or YouTube<br />

3. Record classes to support content review or connectivity issues.<br />

• Record with Zoom<br />

• Record with Microsoft Teams<br />

Interested in more?<br />

Read more about the discussion paper referenced above which examines the impact virtual assistive<br />

technology had on students throughout the p<strong>and</strong>emic.<br />

Where you AT? Discussion Paper<br />

• 83 per cent of respondents have been<br />

better able to provide support across<br />

campuses reducing the need to travel to<br />

multiple locations.<br />

• Greater than 69 per cent of respondents<br />

have seen an improvement in their teaching<br />

through screen-sharing technology.<br />

• Greater than 70 per cent of respondents<br />

identified that virtual/remote AT support has<br />

eliminated potential barriers (physical) which<br />

may exist on-campus/in-office.<br />

<strong>The</strong> p<strong>and</strong>emic was a turning<br />

point altering the ways in which<br />

institutions were able to support<br />

teaching <strong>and</strong> learning, service<br />

delivery, <strong>and</strong> accommodating<br />

learning environments for students<br />

with disabilities. We recognize that<br />

there are significant challenges that<br />

exist with virtual delivery, however,<br />

these challenges are balanced<br />

by an equal number of reported<br />

advantages, particularly from a<br />

digital accessibility perspective.<br />

We hope that by simply engaging<br />

with this article, you may begin<br />

to identify some of the benefits of<br />

virtual delivery as they appear in your<br />

provision of education <strong>and</strong> services.<br />

98<br />




At a postsecondary level in online<br />

<strong>and</strong> blended learning environments<br />

Beverly Bannon<br />

Faculty, <strong>The</strong> Business School<br />

Prior research demonstrates that there is a distinct connection<br />

between centring a student’s learning needs <strong>and</strong> promoting<br />

student empowerment in the classroom, with a student’s<br />

success in their courses (Guo <strong>and</strong> Hoben, 2020). A large<br />

shift in early 2020, as a result of the p<strong>and</strong>emic, resulted<br />

in the majority of classes at postsecondary institutions<br />

moving to online platforms. Prior research largely explored<br />

empowerment at primary <strong>and</strong> secondary levels, <strong>and</strong> at<br />

in-person environments. This project seeked to explore<br />

what are postsecondary student’s perceptions of<br />

empowerment who are participating in online or blended<br />

learning environments?<br />

Objective<br />

<strong>The</strong> purpose of this<br />

study was to explore<br />

postsecondary students<br />

perceptions of empowerment<br />

in online or blended learning<br />

environments.<br />

Methodology<br />

Participants who were<br />

approached in this study<br />

were enrolled in their first<br />

cohort <strong>and</strong> in a<br />

Business Program.<br />

Results<br />

Through a combination of quantitative <strong>and</strong> qualitative data collection, most participants indicated<br />

that they felt empowerment was centred in their education <strong>and</strong> in the course. Most students agreed<br />

that the instructor was equipped to facilitate empowerment, <strong>and</strong> that the evaluations supported their<br />

long-term goals. <strong>The</strong> results from qualitative data collection methods provided more insight to what<br />

motivated students <strong>and</strong> what supported empowerment. Students identified that a blended learning<br />

environment was more conducive to their perceptions of empowerment. Additional factors that<br />

impacted their perceptions of empowerment included: environment, development of relationships,<br />

access to technology, <strong>and</strong> resource.<br />

<strong>The</strong> majority of students<br />

(N=32) indicated that<br />

they agreed they felt<br />

control <strong>and</strong> autonomy<br />

in completing tasks<br />

<strong>and</strong> assignments<br />

as well as attending<br />

<strong>and</strong> participating in<br />

the course.<br />

Perception of control <strong>and</strong> autonomy in completing<br />

tasks <strong>and</strong> assignments<br />

Analysis<br />

When reflecting on their perceptions of empowerment in<br />

postsecondary education, participants consistently reflected<br />

on consistent themes they attributed to a higher perception of<br />

empowerment. <strong>The</strong>se themes included:<br />

• Online environments vs. a blended learning<br />

environment (hybrid)<br />

• International student experience<br />

• Educational environment<br />

• Access to technology <strong>and</strong> resources<br />

• Ability to develop relationships with peers<br />

• Professor’s ability to meet learner’s needs <strong>and</strong> foster a<br />

supportive environment<br />

• Flexibility in course requirements<br />

Participants were<br />

invited to participate<br />

through surveys <strong>and</strong><br />

interviews. Interviews were<br />

conducted by the Research<br />

Assistants, with the goal<br />

to alleviate traditional<br />

power dynamics between<br />

students <strong>and</strong> professors.<br />

Listen to the<br />

podcast<br />

Click on the<br />

microphone to play<br />

the podcast.<br />

Student’s perception of empowerment<br />

centred in education<br />

<strong>The</strong> majority of students<br />

(N=32) indicated<br />

that they strongly agreed<br />

they felt empowered in<br />

their courses.<br />

Participants shifted their<br />

response to “agree” when<br />

reflecting on their sense<br />

of empowerment at the<br />

college level. A minority of<br />

students felt neutral on the<br />

topic or felt there was room<br />

for improvement.<br />

Podcast Transcript<br />

100<br />


Conclusions<br />

Participants reflected a learning environment that supported their ability to develop relationships<br />

promoted a sense of empowerment. This found that blended learning environments that<br />

balanced online learning <strong>and</strong> in-person learning supported this over exclusively online<br />

learning. Participants reflected that their perception of empowerment was impacted by access to<br />

technology, financial barriers, <strong>and</strong> hidden curriculums.<br />

Participants reflected that their sense of empowerment was impacted by the level of support provided<br />

by the instructor. <strong>The</strong>y found that instructors who were able to connect with students, provided<br />

h<strong>and</strong>s-on support, flexibility in the course, used a variety of teaching methods, <strong>and</strong> supported<br />

student’s ability to make decisions independently led to a higher perception of empowerment.<br />

Credits<br />

86 per cent of students (N=32)<br />

agreed that the course evaluations<br />

supported them in achieving their long<br />

term goals.<br />

Student perceptions of motivation<br />

in attending <strong>and</strong> participating in<br />

their course<br />

<strong>The</strong> majority of students (N=32) indicated that they agreed that<br />

instructors were equipped to facilitate empowerment in the<br />

course. At least 10 per cent of respondants indicated that there was<br />

potential for development in this area.<br />

<strong>The</strong><br />

majority<br />

of students<br />

indicated that they felt<br />

motivated to attend <strong>and</strong><br />

participate in class, <strong>and</strong><br />

to complete tasks <strong>and</strong><br />

assignments versus<br />

exclusively online<br />

Student perceptions of motivation<br />

towards completing tasks<br />

<strong>and</strong> assignments<br />

Contributors:<br />

Twinkle Garg (RA)<br />

Maria Vergel (RA)<br />

Affiliates:<br />

This project was funded by the Scholarship of <strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong> <strong>and</strong> <strong>The</strong> Business School.<br />

Related Resources<br />

Brown, M., <strong>and</strong> Kiriakidis, P. (2007). Student Empowerment In An Online Program. College <strong>Teaching</strong><br />

Methods <strong>and</strong> Styles Journal, 47-54.<br />

https://www.clutejournals.com/index.php/CTMS/article/view/5586/5669<br />

Frymier, A. B., Shulman, G. M., <strong>and</strong> Marian, H. (1996). <strong>The</strong> Development of a Learner Empowerment<br />

Measure. Communication Education, 183-199.<br />

Guo, F., <strong>and</strong> Hoben, J. L. (2020). <strong>The</strong> Impact of Student Empowerment <strong>and</strong> Engagement on <strong>Teaching</strong><br />

in Higher Education: A Comparative Investigation of Canadian <strong>and</strong> Chinese Postsecondary<br />

Settings. In Mukadam, <strong>and</strong> A. A., Student Empowerment in Higher Education. Reflecting on<br />

<strong>Teaching</strong> Practice <strong>and</strong> Learner Engagement (pp. 153-165). Logos Verlag Berlin GmbH.<br />

Guzelderli, A. (2019). A Survey Study On Student’s Sense of Empowerment In An English Prepatory<br />

Program At A State University. Middle East Technical University.<br />

102<br />




In culinary labs <strong>and</strong> classrooms<br />

Samuel Glass<br />

Faculty Chef, School of Hospitality, Tourism, <strong>and</strong> Culinary Arts (SHTCA)<br />

With the return<br />

of on-campus<br />

experiential<br />

learning, we as<br />

educators are once<br />

again challenged<br />

by the question<br />

of what constitutes<br />

assessment of practical<br />

skills. During p<strong>and</strong>emic<br />

times, I would argue<br />

that to subjectively assess<br />

practical skills through online<br />

learning platforms was next to<br />

impossible. Prior to the p<strong>and</strong>emic,<br />

Ryll (2017) concluded that a required<br />

practical internship, weekly work hours<br />

under the supervision of an executive<br />

chef, <strong>and</strong> a six-week externship are the most<br />

recommended procedures to judge <strong>and</strong> critique the<br />

quality of the food products prepared by online culinary<br />

arts students. Objective assessment for those courses could<br />

be done through tests <strong>and</strong> measurement. We need to reflect<br />

on how we’ve assessed learning in the past, as well as the need to<br />

adapt to the changing times.<br />

What are the reasons for assessment in a culinary program?<br />

Some include:<br />

• Evaluation of essential skills <strong>and</strong> knowledge,<br />

• Measuring improvements,<br />

• Identifying student challenges,<br />

• Reflectively evaluating teaching methods <strong>and</strong> course effectiveness,<br />

• Chef instructors must require students to show what they can do <strong>and</strong><br />

assess the quality of their performances (del Villar, 2019).<br />

At a recent faculty meeting, one of the<br />

questions posed was “what constitutes 100<br />

per cent in a practical setting?” Is perfection<br />

possible in a practical application where the<br />

assessment is subjective? That question has<br />

caused myself <strong>and</strong> others to reflect on what<br />

constitutes assessment for practical skills<br />

<strong>and</strong> what methods can be used. I believe that<br />

there are two categories of assessment related<br />

to practical labs <strong>and</strong> classrooms: objective<br />

<strong>and</strong> subjective.<br />

Objective assessment, as related to practical<br />

applications <strong>and</strong> evaluations, is either black<br />

or white. <strong>The</strong>re is no grey zone. Each task/<br />

question has a single correct answer or<br />

objective that needs to be met. For example,<br />

if a student is required to cut a piece of<br />

white turnip into a one-inch cube, it can be<br />

measured. If that cube is 1”x1”x1”, then a<br />

perfect grade is warranted. If the cube is<br />

either larger or smaller, then it is not perfect<br />

<strong>and</strong> does not meet the st<strong>and</strong>ard/grade, <strong>and</strong><br />

the grade for the imperfect one would reflect<br />

that. Another example would be if a student<br />

is required to cook a roast to an internal<br />

temperature of 125˚F <strong>and</strong> ends up cooking it to<br />

140˚F. <strong>The</strong> evaluator has an objective outcome<br />

that has not been met <strong>and</strong> the student would<br />

be graded accordingly.<br />

Subjective assessment is based on the opinion<br />

of the evaluator <strong>and</strong> often based on rubrics<br />

<strong>and</strong> criteria being met. But what makes that<br />

evaluator’s opinion valid? Is the evaluator<br />

a subject matter expert or not? Is there a<br />

difference between a faculty member new<br />

to teaching <strong>and</strong> one with multiple years of<br />

experience when it comes to an underst<strong>and</strong>ing<br />

of assessment types <strong>and</strong> evaluation?<br />

According to Eisner (1990), “the ability to make<br />

fine-grained discrimination among complex <strong>and</strong><br />

subtle qualities is an instance of what I have<br />

called connoisseurship. Connoisseurship is the<br />

art of appreciation” (p. 63). Eisner continues:<br />

“In its customary mode, connoisseurship<br />

is concerned with matters of quality, in the<br />

sense of value. Connoisseurs of wine [<strong>and</strong><br />

food], of art, of carpentry are typically those<br />

who can discern the value of what they attend<br />

to. <strong>The</strong>y can often [<strong>and</strong> should be able to]<br />

provide reasons for their judgment” (p. 69).<br />

104<br />


References<br />

del Villar, Juan Rodrigo. Culinary Skills: Assessment of Student’s <strong>Learning</strong> Outcomes (October 3,<br />

2019). SSRN.<br />

https://ssrn.com/abstract=3463582 or http://dx.doi.org/10.2139/ssrn.3463582<br />

Eisner, E. (1990). <strong>The</strong> enlightened eye. New York: Macmillan<br />

Ryll, Stefan (2017). Delivering <strong>and</strong> Evaluating On-Line <strong>Learning</strong> Degree Programs in Culinary Arts/<br />

Management: A survey of Educators <strong>and</strong> Practitioners.<br />

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://academicarchive.snhu.edu/server/<br />

api/core/bitstreams/e0d6aa28-397b-40cc-9f75-2cff9fa335a6/content<br />

If three faculty members were to subjectively<br />

evaluate an item, for example a plate of food<br />

prepared by a culinary student, how close<br />

would their grades be? Do they all see the<br />

plate in the same manner? Probably not, but in<br />

most instances, based on personal experience,<br />

the grade spectrum between faculty is<br />

very narrow. However, if there is a huge<br />

discrepancy between the grades assigned by<br />

the evaluators, who is right <strong>and</strong> who is wrong?<br />

That is the challenge of subjective assessment<br />

as related to practical labs <strong>and</strong> classrooms.<br />

How is that challenge met? How do subjective<br />

assessments become consistent across the<br />

curriculum <strong>and</strong> between faculty? One solution,<br />

as it relates to the onboarding of new<br />

faculty, is to have the new faculty member<br />

shadow a long-term faculty member to better<br />

underst<strong>and</strong> assessment <strong>and</strong> the rubrics in<br />

place. Another option is collegial peer review,<br />

one in which both the new <strong>and</strong> longst<strong>and</strong>ing<br />

faculty members evaluate a practical class<br />

independent of each other <strong>and</strong> then discuss<br />

their findings. Collegial discourse would be<br />

rich <strong>and</strong> beneficial to all involved. This is also<br />

an example of reflective practice, albeit in a<br />

simple manner. As educators, we are lifelong<br />

learners, <strong>and</strong> no matter our level of experience,<br />

we do learn from each other.<br />

Has the nature <strong>and</strong> delivery of community<br />

college education pivoted with the onset of<br />

COVID-19? Very much so. As an educational<br />

institution, have we at Centennial College met<br />

the challenge? If we continue to provide our<br />

students with the requisite skills, knowledge,<br />

<strong>and</strong> behaviors to meet industry st<strong>and</strong>ards <strong>and</strong><br />

learning outcomes, the answer is yes.<br />

106<br />


e/WORK<br />

108<br />

Ways we can remix, reuse,<br />

<strong>and</strong> recycle existing<br />

instructional strategies <strong>and</strong><br />

assessments so they work<br />

for our students, our courses,<br />

<strong>and</strong> ourselves. Ways we,<br />

as faculty, can share this<br />

knowledge <strong>and</strong> experience<br />

with colleagues across the<br />

college in a meaningful yet<br />

efficient way.<br />



re/WORK<br />

HOW DO WE re/TURN<br />


With a trauma-informed lens?<br />

Dr. Delon Omrow<br />

Global Citizenship <strong>and</strong> Equity <strong>Learning</strong> Advisor<br />

110<br />

We need to make more humanistic<br />

connections: showing vulnerability<br />

<strong>and</strong> sharing with students will<br />

build closeness.<br />

Engagement <strong>and</strong> participation<br />

didn’t go quite so well; not knowing<br />

if student present or able to gauge<br />

whether or not students underst<strong>and</strong><br />

what is being taught.<br />

We wish we had more time for<br />

building connections with students<br />

personally <strong>and</strong> professionally.<br />

Communicating with students<br />

through multiple channels<br />

(engagement strategies,<br />

accessibility, eCentennial course<br />

shell functionality, <strong>and</strong> Kahoot).<br />

Online strategies that worked:<br />

icebreakers, presence (e.g.<br />

face-to-face presentations).<br />

<strong>The</strong> return to campus was inevitable, albeit<br />

cautionary for those educators <strong>and</strong> learners<br />

who witnessed the toll that the COVID-19<br />

p<strong>and</strong>emic exacted upon us. For some, the<br />

p<strong>and</strong>emic derailed lives <strong>and</strong> aspirations<br />

—best laid plans went astray <strong>and</strong> dreams<br />

were deferred. <strong>The</strong>re was, however, another<br />

long-st<strong>and</strong>ing p<strong>and</strong>emic: the wicked problem<br />

of racism. For almost two years, students<br />

“zoomed” into their classes while racial justice<br />

waned during the COVID-19 p<strong>and</strong>emic with<br />

the death of George Floyd; an Indigenous<br />

community in Kamloops, British Columbia<br />

unearthing the remains of 215 children<br />

on the grounds of a former residential<br />

school; <strong>and</strong> Asian communities witnessing<br />

anti-Asian racism <strong>and</strong> xenophobia as the<br />

rest of the world tried to lay blame for the<br />

spread of the COVID-19 virus. As educators,<br />

we need to re-engage with each other<br />

on campus; reassembling, reconnecting,<br />

reworking, reimagining, <strong>and</strong> rethinking our<br />

pedagogies. In what follows, I unpack the<br />

potential of a new, <strong>and</strong> innovative, iteration<br />

of Universal Design for <strong>Learning</strong> designed by<br />

Andratesha Fitzgerald (2020): A+UDL. This new<br />

approach synthesizes anti-racism (A) with<br />

Universal Design for <strong>Learning</strong> (UDL), adapting<br />

multiple means of representation, engagement,<br />

<strong>and</strong> action <strong>and</strong> expression to “safety checks”<br />

as a way to ensure we uphold trauma-informed<br />

approaches to education.<br />

Trauma-informed approaches to teaching entail<br />

developing an underst<strong>and</strong>ing of strategies to<br />

best respond to <strong>and</strong> support those affected<br />

by interpersonal violence <strong>and</strong> structural<br />

violence (Portell, 2019). How can we possibly<br />

expect students to return nonchalantly to<br />

in-person, synchronous classes without<br />

exercising agility <strong>and</strong> adaptability in course<br />

design <strong>and</strong> delivery—especially surrounding<br />

the various shades of racism on campus?<br />

This is where an anti-oppressive lens must be<br />

invoked, acknowledging our social location,<br />

power, <strong>and</strong> privilege as educators, <strong>and</strong> the<br />

role we play in creating psychologically<br />

safe <strong>and</strong> inclusive environments. This, I<br />

fervently believe, can be achieved by using<br />

A+UDL in the classroom. Some faculty are<br />

apprehensive about learning more about UDL<br />

<strong>and</strong> its putative connections to anti-racism,<br />

fearing that such interconnections are difficult<br />

to navigate. However, as two disparate<br />

pedagogical frameworks designed to address<br />

student differences, both UDL <strong>and</strong> anti-racism<br />

consider ways in which traditional pedagogies<br />

result in barriers to learning for Black,<br />

Indigenous, <strong>and</strong> racialized students (Kieran<br />

<strong>and</strong> Anderson, 2019).<br />

<strong>The</strong> Centre for Applied Special Technology<br />

(CAST) has laid the framework for<br />

supporting learner variability, inspiring<br />

educators to adopt culturally responsive<br />

teaching strategies. I, for one, have always<br />

believed that content that is not engaging<br />

is not accessible. Thus, when we re/TURN<br />

to campus, it must be with the intention<br />

of curating resources <strong>and</strong> content which<br />

speaks to our students’ values, lifestyles,<br />

approaches, <strong>and</strong> world views. This will, first<br />

of all, recruit student interest <strong>and</strong> honour<br />

their lived experiences. Consider how the<br />


simple act of recruiting the interest of Black, Indigenous, <strong>and</strong> racialized students converges antiracism<br />

<strong>and</strong> UDL, honouring these identities <strong>and</strong> creating healthy relationships <strong>and</strong> a strengthened<br />

school culture. Education does not take place in a political, social, <strong>and</strong> cultural vacuum; in fact,<br />

C. Wright Mills (1959) promoted what he referred to as the sociological imagination—that is, an ability<br />

to connect personal challenges to larger social issues, <strong>and</strong> take learning beyond the classroom walls.<br />

A+UDL can bring context to our students, explaining the uptick in racism across the world during<br />

the p<strong>and</strong>emic, <strong>and</strong> the traumatic <strong>and</strong> adverse experiences they face everyday. A+UDL stresses the<br />

creation of supportive classrooms, drawing upon social-emotional learning opportunities, <strong>and</strong> various<br />

“safety checks”.<br />

Yet another “safety check” highlighted<br />

by Fritzgerald is the notion of behavioral<br />

expectations. Diverse behaviors can be<br />

perceived as deviant, abnormal, or bad when<br />

viewed only through the lens of those in<br />

power, creating additional barriers for Black,<br />

Indigenous, <strong>and</strong> racialized students<br />

(Apple, 2004). Even in the wake of the<br />

p<strong>and</strong>emic of racism, postsecondary institutions<br />

upheld racism by succumbing to these<br />

behavioral expectations <strong>and</strong> failing to act on<br />

creating <strong>and</strong> sustaining equitable <strong>and</strong> inclusive<br />

education environments. In fact, in 2021, Chief<br />

Commissioner of the Ontario Human Rights<br />

Commission, Ena Chadha, issued a letter to all<br />

Ontario colleges <strong>and</strong> universities concerning<br />

reports that Black, Indigenous, <strong>and</strong> racialized<br />

students were experiencing significant<br />

discrimination, xenophobia, <strong>and</strong> targeting on<br />

campuses <strong>and</strong> in academic environments<br />

across the province. Students lamented the<br />

manner in which school administrators <strong>and</strong><br />

institutional mechanisms h<strong>and</strong>led formal <strong>and</strong><br />

informal complaints, erecting barriers to their<br />

full participation on campuses, <strong>and</strong> perpetrating<br />

trauma <strong>and</strong> harm (Kaczorowski et al.,<br />

2022). Here, again, A+UDL could have been<br />

utilized to foster a greater sense of community<br />

on campus <strong>and</strong> in our teaching <strong>and</strong> learning<br />

interactions. Granted, Centennial College has<br />

made strides in this area through the creation<br />

of the Indigenous Strategic Framework <strong>and</strong> the<br />

Anti-Black Racism Task Force, but much more<br />

work can be done by adopting A+UDL <strong>and</strong><br />

asking questions such as:<br />

• Is there a real connection to the<br />

community?<br />

• Are Black, Indigenous, <strong>and</strong> racialized<br />

students welcome at our school or school<br />

system?<br />

• Has there been an effort to gain insights<br />

from Black, Indigenous, <strong>and</strong> racialized<br />

people to design your curricula, systems,<br />

supports, or resources?<br />

112<br />

<strong>The</strong>se “safety checks” allow educators to<br />

design pedagogies <strong>and</strong> dialogues that dig into<br />

student funds of knowledge about the things<br />

that matter the most to them, honouring what<br />

students want to talk about, <strong>and</strong> how they want<br />

to talk about it (Bass <strong>and</strong> Lawrence-Riddell,<br />

2020). Through the synthesis of anti-racism<br />

<strong>and</strong> multiple means of engagement <strong>and</strong> action<br />

<strong>and</strong> expression, what is valued at home can be<br />

valued at school. One of the “safety checks” is<br />

“actively recognize racist barriers <strong>and</strong> do the<br />

work to tear them down” (Fritzgerald, 2020,<br />

p. 33). Whatever school an educator works<br />

within at our college, why not make a<br />

concerted effort to highlight Black, Indigenous,<br />

<strong>and</strong> racialized experts in the subject material?<br />

This is one of the pressing barriers to antiracism<br />

practice at our school. In the wake<br />

of the Black Lives Matters movement <strong>and</strong><br />

the increased rates of anti-Asian racism in<br />

Canada, community members, activists,<br />

<strong>and</strong> allies such as the Action Chinese<br />

Canadians Together (ACCT) Foundation <strong>and</strong><br />

ACT2endracism sought partnerships with<br />

industry <strong>and</strong> postsecondary institutions in<br />

order to maintain the fervor of anti-racism <strong>and</strong><br />

racial justice. Irrespective of the discipline<br />

or school, students are engaged by content<br />

that is relevant <strong>and</strong> valuable to their interests<br />

(Hollingshead et al., 2022). As educators, we<br />

must strive to recruit interest to highlight the<br />

utility <strong>and</strong> relevance of our content, drawing<br />

concrete connections to anti-racism in various<br />

sectors. A+UDL could be leveraged as a tool to<br />

reach this “safety check” <strong>and</strong> recruit students’<br />

interests by optimizing the relevance, value,<br />

<strong>and</strong> authenticity of learning (CAST, 2018).<br />

Such questions should be at the forefront when we imagine a return to campus after everything our<br />

students have endured over the last two years. With coiled-spring alertness, we educators must pave<br />

the way for an equitable <strong>and</strong> empowered learning environment, becoming advocates for our students<br />

<strong>and</strong> their lived experiences. <strong>The</strong> learning outcomes, or how they are arrived at <strong>and</strong> measured, should<br />

entail a transformative experience for students, encouraging collaborative approaches to constructing<br />

expectations at the college—in other words, signaling to students that “they are safe here”, <strong>and</strong><br />

that they “have a voice here”. <strong>The</strong> aforementioned “safety checks” <strong>and</strong> the synthesis of A <strong>and</strong> UDL<br />

(A+UDL) can do just that.<br />


References<br />

Apple M. W. (2004). Ideology <strong>and</strong> Curriculum (3rd ed.). Abingdon-on-Thames, Oxfordshire, UK:<br />

Routledge.<br />

Bass, G. <strong>and</strong> Lawrence-Riddell (2020, January). Culturally Responsive <strong>Teaching</strong> <strong>and</strong> UDL. Faculty<br />

Focus. Retrieved from https://www.facultyfocus.com/articles/equality-inclusion-<strong>and</strong>-diversity/<br />

culturally-responsive-teaching-<strong>and</strong>-udl/<br />

CAST (2018). UDL: Increase mastery-oriented feedback. Wakefield, MA: CAST.<br />

https://udlguidelines.cast.org/engagement/effort-persistence/mastery-oriented-feedback<br />

Fritzgerald A. (2020). Antiracism <strong>and</strong> Universal Design for <strong>Learning</strong>: Building expressways to<br />

success. Wakefield, MA: CAST Professional Publishing.<br />

Hollingshead A., Lowrey K. A., Howery K. (2022). Universal design for learning: when policy changes<br />

before evidence. Educational Policy, 36(5), 1135–1161.<br />

Kaczorowski T., McMahon D., Gardiner-Walsh S., Hollingshead A. (2022). Designing an inclusive<br />

future: Including diversity <strong>and</strong> equity with innovations in special education technology. <strong>Teaching</strong><br />

Exceptional Children. Online ahead print. https://doi.org/10.1177/00400599221090506<br />

Kieran, L <strong>and</strong> Anderson, C. (2019). Connecting Universal Design for <strong>Learning</strong> With Culturally<br />

Responsive <strong>Teaching</strong>. Education <strong>and</strong> Urban Society, 51(9), 1202–1216.<br />

Mills, C. (1959). <strong>The</strong> sociological imagination. New York: Oxford University Press.<br />

Portell, M. (December, 2019). Underst<strong>and</strong>ing Trauma-Informed Education. Edutopia. Retrieved from:<br />

https://www.edutopia.org/article/underst<strong>and</strong>ing-trauma-informed-education<br />



Spoken word <strong>and</strong> reflection<br />

Kala Subramaniam<br />

Faculty, Occupational <strong>The</strong>rapist Assistant (OTA) <strong>and</strong> Physiotherapist Assistant (PTA),<br />

School of Community <strong>and</strong> Health Studies (SCHS)<br />

A pilot project was initiated in Fall 2019 where the OTA <strong>and</strong> PTA program created new community<br />

partnerships to offer students Role Emerging Placement (REP) opportunities to obtain their required<br />

fieldwork hours. As these placements were innovative <strong>and</strong> new, the OTA <strong>and</strong> PTA Professor Kala<br />

Subramaniam <strong>and</strong> Professor <strong>and</strong> Coordinator Karen Koseck embarked on a research study to<br />

explore the students’ experiences. This spoken word poem is the story of their journey <strong>and</strong> what they<br />

learned from their research.<br />

As we return to in-person placements <strong>and</strong> reconnecting with our community partners who navigated<br />

REP placements through the p<strong>and</strong>emic, we work to reimagine <strong>and</strong> rethink our fieldwork opportunities<br />

post p<strong>and</strong>emic.<br />

Play audio<br />

….<br />

We have a story to tell of opportunities, authentic connections <strong>and</strong> clients served.<br />

New fieldwork placements without onsite supervision for clients emerged.<br />

Commitments made, searching for hours <strong>and</strong> places to teach them.<br />

<strong>The</strong> pressure we felt overwhelming did not overshadow our belief in them.<br />

We forged new alliances <strong>and</strong> partnerships with no limits.<br />

Supported them to take on this opportunity, we were passionate.<br />

<strong>The</strong> road never taken is not easy, but the potential for growth they see.<br />

Preparation, planning, <strong>and</strong> buy-in was key.<br />

Consulting, clarifying roles, <strong>and</strong> setting expectations, these students did it all.<br />

<strong>The</strong>y knew their worth as they answered the call.<br />

Support was needed for leadership, feedback, <strong>and</strong> guidance.<br />

And with experience, confidence in their OTA role was not just a science.<br />

<strong>The</strong>y built up, backed up, <strong>and</strong> held each other up,<br />

Representing the best of us, they applied their skills <strong>and</strong> stepped up.<br />

114<br />


Initial challenges turned into positive professional growth,<br />

Students researching, observing, <strong>and</strong> creating resources, they did show.<br />

Knowledge transferred the placement partners were ecstatic,<br />

<strong>The</strong>ir clients were appreciative, their feelings emphatic.<br />

Feeling safe to learn <strong>and</strong> to grow, OTA students relaxed into a sense of belonging.<br />

<strong>The</strong>y took comfort in their purpose as they answered their calling.<br />

<strong>Teaching</strong> <strong>and</strong> learning exchanges highlighted the importance of relationships.<br />

Return on investment came through as they hired an Occupational <strong>The</strong>rapist.<br />

<strong>The</strong>n COVID hit <strong>and</strong> placements shut down, the world was brought to the ground.<br />

Our students pivoted <strong>and</strong> navigated the change, their commitment to the clients remained.<br />

Placements went virtual <strong>and</strong> adapted very quickly, students ran groups <strong>and</strong> treated on Teams.<br />

Creating videos <strong>and</strong> h<strong>and</strong>outs, to support the clients stuck at home with needs.<br />

Role emerging placements made contributions to student learning <strong>and</strong> community partners.<br />

An opportunity for students to grow <strong>and</strong> flourish, they met the need for quality fieldwork hours.<br />

Our lessons learned guide our future directions, as we forge on to build connections.<br />

Start up, role development <strong>and</strong> supports produce better outcomes.<br />

Students <strong>and</strong> supervisors navigating change when the time comes.<br />

Our focus is on core competencies <strong>and</strong> fieldwork hours as we move forward,<br />

Funding these models is not always straightforward.<br />

Needing more bang for our buck, we reimagine models for the future.<br />

Group placements with community partners, serving communities is our nature.<br />


<strong>The</strong> return…<br />

Adam Balan, Faculty, Anthony Moncada, <strong>Teaching</strong> Assistant<br />

Fitness <strong>and</strong> Health Promotion (FTHP), School of Community <strong>and</strong> Health Studies (SCHS)<br />

Greetings, Centennial College community! My name is Adam Balan, program coordinator <strong>and</strong> full-time<br />

faculty in the FTHP program. I recorded a 16-minute conversation with Anthony Moncada, one of my<br />

second year FTHP students. This winter semester, Anthony is completing field placement hours as my<br />

teaching assistant. After delivering four hours of first-year labs, Anthony <strong>and</strong> I discussed our experiences<br />

surrounding the p<strong>and</strong>emic, what that has meant for us, for the program, <strong>and</strong> for the faculty <strong>and</strong> students.<br />

Below are some highlights from our discussion.<br />

Listen to the full 16-minute conversation here:<br />

Play audio<br />

Podcast Transcript<br />

What did we learn?<br />

Anthony:<br />

“...Commuting two-plus hours for a 50-minute<br />

lecture isn’t a good use of time. At the same<br />

time, too much online learning strays away<br />

from what college is. <strong>The</strong> whole point of<br />

postsecondary education is making lifelong<br />

connections <strong>and</strong> you can only do so much<br />

of it online. A lot of it comes from in-person,<br />

face-to-face interaction…”<br />

Adam:<br />

“…Faculty don’t have the skills to keep up with<br />

the virtual dem<strong>and</strong> right now, especially faculty<br />

members who are not as tech savvy…I am<br />

also concerned with students’ ability to keep<br />

up with online learning…Virtual learning is not<br />

going away <strong>and</strong> 18-to-25-year-olds may not<br />

have the organizational skills, maturity, <strong>and</strong><br />

motivation to do well in virtual classrooms.”<br />

Anthony:<br />

“…With online learning comes the required<br />

sense of accountability. <strong>The</strong>re are things that<br />

make it easier, like no long commute…but if<br />

you’re sitting in a lecture with cameras off there<br />

is no incentive to stay engaged, no one to hold<br />

yourself accountable except you. To stay at<br />

home <strong>and</strong> on task with no one to encourage<br />

you, it can be a barrier if you’re not used to<br />

it…In the real world the hybrid model is here<br />

to stay, <strong>and</strong> getting used to online work <strong>and</strong><br />

excelling at it now is good, it’s almost a trial<br />

by fire…”<br />

116<br />


What worked?<br />

Adam:<br />

“…Some trepidation among faculty to start…<br />

but we adjusted…”<br />

What didn’t work?<br />

Anthony:<br />

“…It was hard to find that balance, that<br />

separation from work/school <strong>and</strong> home…”<br />

Adam:<br />

“…Contacting people from other departments<br />

in the college was challenging…being<br />

disconnected from the students...I give my cell<br />

phone number to students freely…”<br />

Anthony:<br />

“…Communication suffers as soon as you get<br />

rid of face to face…”<br />

Do students prefer virtual or in-person?<br />

Anthony:<br />

“…Absolutely in person all the way!”<br />

Adam:<br />

“...Students wanted to be on campus, in the<br />

presence of each other. Faculty were happy to<br />

hear that!”<br />

Wish lists for the future:<br />

Adam:<br />

“…Part of my wish list for graduates of<br />

all programs is that they have a better<br />

entrepreneurial skill set for when they are<br />

ready to enter any industry…”<br />

Anthony:<br />

“I think the key is not to stray away from what<br />

college is meant to be. I don’t think any student<br />

at Centennial wants their only memory of<br />

their time at the college to be of studying for<br />

tests or working on assignments, while those<br />

things are important, the entire foundation<br />

on postsecondary education is making those<br />

lifelong connections, making lifelong friends…<br />

It is much harder to do this in a strictly virtual<br />

classroom environment. Still finding that<br />

balance that I think will work is important, but<br />

we cannot go overboard <strong>and</strong> try to streamline<br />

things that shouldn’t be. Keeping what made<br />

college so enjoyable for so long is important…”<br />

This has been…<br />

<strong>The</strong> return<br />

Employability of our graduates:<br />

Anthony:<br />

Speaking of being better positioned, how do<br />

you feel the p<strong>and</strong>emic has had an effect on the<br />

employability of future graduates?<br />

Adam:<br />

“…I think the p<strong>and</strong>emic has given students an<br />

opportunity to become more entrepreneurial…<br />

Being an entrepreneur requires a ton of<br />

maturity, hunger, organization, <strong>and</strong> I don’t<br />

know if all young learners are ready for<br />

it. As a system/institution we still have to<br />

figure out how we are giving students the<br />

skills. Some classes are helpful, the college<br />

has stackable credentials…but the stackable<br />

credentials existed before the p<strong>and</strong>emic, not a<br />

result of it…”<br />

118<br />



Technology <strong>and</strong> the future for the program<br />

John Margetson<br />

Faculty, Police Foundations<br />

If you have been on the Progress Campus at<br />

Centennial College, you may have noticed<br />

a number of students wearing police-type<br />

uniforms. <strong>The</strong>se students are part of the Police<br />

Foundations Program, <strong>and</strong> they wear the<br />

uniform proudly. Police Foundations is a twoyear<br />

diploma program, where students learn<br />

about criminal <strong>and</strong> provincial laws, the Canadian<br />

justice system, serving their community, <strong>and</strong><br />

conducting investigations. Many of our students<br />

are also involved in supporting community<br />

initiatives, such as clothing, toy, <strong>and</strong> food drives.<br />

To give our Police Foundation students the tools<br />

they need to be successful in the field of law<br />

enforcement, the program professors are always<br />

looking for innovative <strong>and</strong> interesting learning<br />

tools. With that in mind, Police Foundations has<br />

embarked on a pilot project where virtual reality<br />

(VR) will be used to teach the students how to<br />

manage <strong>and</strong> examine crime scenes. To enhance<br />

the students’ learning experience, students<br />

will be equipped with VR headsets that are<br />

linked to various computer-generated crime<br />

scenes. <strong>The</strong>y will walk through virtual crime<br />

scenes where they can learn to identify <strong>and</strong><br />

h<strong>and</strong>le evidence. If the pilot project is successful,<br />

it will be made a permanent part of the Crime<br />

Scene Management course.<br />

Another development in the Police Foundations<br />

Program is the introduction of the Open-Source<br />

Intelligence (OSINT) course. <strong>The</strong> ability to<br />

conduct OSINT investigations is a sought-after<br />

skill in law enforcement as well as the private<br />

sector. This course will introduce students to<br />

the world of lawful intelligence gathering using<br />

open-source platforms such as social media<br />

<strong>and</strong> internet footprints. <strong>The</strong> contemporary<br />

student will be well suited <strong>and</strong> interested in<br />

this type of investigative training as most will<br />

be already adept in navigating various social<br />

media platforms.<br />

On February 22nd, at the Morningside<br />

Campus, approximately 500 students from<br />

the School of Community <strong>and</strong> Health Studies<br />

were enthusiastic participants in the first inperson<br />

mock disaster exercise since the start<br />

of the p<strong>and</strong>emic. This exercise was a massive<br />

undertaking for both the faculty <strong>and</strong> students,<br />

but it was well worth the effort as it provided<br />

the students with an unparalleled<br />

learning experience.<br />

Police Foundation students were deployed<br />

alongside Pre-Fire <strong>and</strong> Paramedics students<br />

as emergency responders in a number of<br />

realistic scenarios. <strong>The</strong>se scenarios involved<br />

student first responders attending a number<br />

of events such as a train derailment, persons<br />

in crisis, <strong>and</strong> an apartment building fire<br />

where they reacted to casualties played by<br />

student actors.<br />

All of the Police Foundation students were<br />

mentored at the event scenes by members<br />

of the Toronto Police Service. In one of the<br />

final scenarios, Police Foundation students,<br />

under the guidance of the Toronto Police,<br />

successfully conducted a level three search of<br />

the campus for a missing person in distress.<br />

<strong>The</strong> mock disaster exercise also put Police<br />

Foundation students to the test as emergency<br />

managers in the Emergency Operations<br />

Centre. <strong>The</strong>se students were tasked with<br />

coordinating the emergency response on<br />

the ground using the Incident Management<br />

System. <strong>The</strong> exercise culminated with students<br />

coordinating the evacuation of a First Nations<br />

reserve due to a wildfire. Students were<br />

taught to conduct the evacuation through<br />

an Indigenous lens to ensure a respectful<br />

interaction between first responders <strong>and</strong> the<br />

affected First Nations community.<br />

As you can see, the Police Foundations<br />

program is never st<strong>and</strong>ing still. Both students<br />

<strong>and</strong> faculty are always looking for ways to<br />

improve their learning experience at Centennial<br />

College through forward thinking <strong>and</strong> the use of<br />

technology. This mindset serves our students<br />

well in their entry into the modern job market as<br />

well as creating community-minded citizens.<br />

Mock Disasters give students practical<br />

learning, by showing them some of what<br />

they could face in their careers should a<br />

disaster occur, preparing them for critical<br />

decision-making.<br />

120<br />




To cultivate future skills <strong>and</strong> competencies<br />

Centre of <strong>Innovation</strong> <strong>and</strong> Entrepreneurship (COIE)<br />

mindset. This vision is fully aligned with the<br />

College’s Strategic <strong>and</strong> Academic Plans,<br />

including its institutional pillars of Enrolment,<br />

Employment, <strong>and</strong> Empowerment<br />

(the three Es) <strong>and</strong> Wildly Important<br />

Goals. <strong>The</strong> new model includes five<br />

tracks tailored to every level of interest in<br />

entrepreneurial skills—from early explorers<br />

to growing businesses—<strong>and</strong> is applicable<br />

to both commercial <strong>and</strong> impact/social<br />

entrepreneurship, as well as provides<br />

opportunities for work-integrated learning.<br />

Click here for a message<br />

from the co-founder of<br />

the Global Goals Jam!<br />

A new vision <strong>and</strong> model for<br />

entrepreneurial education<br />

With a m<strong>and</strong>ate in 2021 from Jonathan<br />

Hack—Dean of Applied Research, <strong>Innovation</strong>,<br />

<strong>and</strong> Entrepreneurship—the new team at the<br />

Centre of <strong>Innovation</strong> <strong>and</strong> Entrepreneurship<br />

(COIE) led by Lalit Guglani orchestrated a<br />

complete transformation of their programming<br />

model <strong>and</strong> implemented a suite of costefficient,<br />

exponentially exp<strong>and</strong>ed programming<br />

from the ground up with multiple channels<br />

of engagement leveraging contemporary<br />

ecosystem resources.<br />

theories of pedagogy, <strong>and</strong>ragogy, <strong>and</strong><br />

heutagogy based on the principles of<br />

academagogy to ensure that participants<br />

receive a holistic development of future skills.<br />

Within six months, the Centre of <strong>Innovation</strong><br />

<strong>and</strong> Entrepreneurship had successfully<br />

implemented their renewed vision of<br />

educating, inspiring, <strong>and</strong> empowering<br />

students <strong>and</strong> the community through the<br />

development of a sustainable entrepreneurial<br />

A comprehensive <strong>and</strong> holistic approach to<br />

innovation in learning<br />

<strong>The</strong> leading-edge methodologies used in<br />

COIE programs include flipped classroom,<br />

experiential, <strong>and</strong> team-based learning; iterative<br />

experimentation using integration of Design<br />

Thinking, Lean <strong>and</strong> Agile approaches based on<br />

sustainability; <strong>and</strong> programming supported by<br />

in-house experts, external presenters, mentors,<br />

<strong>and</strong> leaders—all while leveraging curated<br />

open resources. <strong>The</strong>re is also a deeplyintegrated<br />

focus on sustainability <strong>and</strong> the 17<br />

UN Sustainable Development Goals (SDGs),<br />

which serve as the foundation for COIE’s<br />

Sustainability <strong>Innovation</strong> Institute <strong>and</strong> SDG<br />

<strong>Innovation</strong> Lab, founded in 2020. A mindset<br />

for sustainability is increasingly recognized<br />

as integral to entrepreneurship, which COIE<br />

directly weaves into its programs. Future topics<br />

include advances in sustainable technologies,<br />

an ecological worldview, startups in the ESG<br />

economy <strong>and</strong> sustainable finance.<br />

To engage further audiences such as industry<br />

<strong>and</strong> policymakers, the Sustainability <strong>Innovation</strong><br />

Institute also holds leadership forums,<br />

roundtables, <strong>and</strong> retreats.<br />

Every year, Early Explorers attend over 80<br />

workshops <strong>and</strong> speaker series covering a<br />

wide range of topics. Aspiring <strong>and</strong> Budding<br />

entrepreneurs participate in COIE’s flagship<br />

experiential programs such as their<br />

semi-annual two-<strong>and</strong>-a-half-day<br />

Global Goals Jam Canada Weekend<br />

Challenges <strong>and</strong> 10-week Incubation<br />

<strong>The</strong>ir primary objective was to advance<br />

entrepreneurial education using the latest<br />

methodologies <strong>and</strong> foster the mindset, skillset,<br />

<strong>and</strong> competence required to start <strong>and</strong> manage<br />

new ventures, address sustainability, <strong>and</strong> lead<br />

a successful, productive life. <strong>The</strong>ir quest led to<br />

a comprehensive approach encompassing the<br />

best of teaching <strong>and</strong> learning models.<br />

Indeed, COIE programs integrate learning<br />

122<br />


Experience Program. Participants work on<br />

project-based challenges, integrating Design<br />

Thinking <strong>and</strong> Lean LaunchPad® with peer<br />

learning in an iterative process of designing,<br />

testing, <strong>and</strong> validating hypotheses to develop<br />

scalable solutions.<br />

Committed to empowering future<br />

change-leaders<br />

<strong>The</strong> Centre of <strong>Innovation</strong> <strong>and</strong> Entrepreneurship<br />

has also aligned their model to the European<br />

Commission’s EntreComp framework,<br />

a system of 442 learning outcomes<br />

recognized internationally for building an<br />

entrepreneurial mindset <strong>and</strong> entrepreneurial<br />

competence. <strong>The</strong>se competencies are<br />

synergistic with the Top 10 Skills of 2025<br />

outlined in the Future of Jobs Report<br />

by the World Economic Forum such as<br />

resilience, flexibility, <strong>and</strong> leadership skills,<br />

all of which are directly enhanced through<br />

COIE’s programming.<br />

Participants have consistently described<br />

COIE’s project-based, lifelong learning<br />

programs as catalysts for their skills<br />

development. <strong>The</strong> Centre of <strong>Innovation</strong> <strong>and</strong><br />

Entrepreneurship has also helped them<br />

improve their critical thinking, problem-solving,<br />

teamwork, <strong>and</strong> communication skills.<br />

Click here to watch what<br />

our students are saying!<br />

COIE program participants walk away with an<br />

exp<strong>and</strong>ed capacity for innovation. <strong>The</strong>y know how<br />

to build habits of the mind, <strong>and</strong> how to enrich their<br />

personal qualities such as perseverance, growth<br />

mindset, empathy, <strong>and</strong> compassion.<br />

<strong>The</strong> Centre initiated <strong>and</strong> adapted as early as April<br />

2020 to virtual delivery of workshops as well as<br />

experiential programs using global resources<br />

focusing on developing future-proof skills for<br />

tomorrow’s change leaders with sustainable<br />

entrepreneurial mindset. <strong>The</strong> Centre continues<br />

to offer cutting edge approaches to teaching <strong>and</strong><br />

learning using world class methodologies <strong>and</strong> virtual<br />

technology for complex synchronous experiential<br />

programming, engaging leading innovation<br />

ecosystem stakeholders <strong>and</strong> student determined<br />

reflective learning.<br />

Constantly innovating <strong>and</strong> developing new<br />

programs, the Centre of <strong>Innovation</strong> <strong>and</strong><br />

Entrepreneurship is transforming the way students<br />

learn <strong>and</strong> prepare for their future careers. <strong>The</strong>y have<br />

a variety of initiatives in the pipeline, including<br />

collaborative projects with Schools, enhanced<br />

support to the student SDG <strong>Innovation</strong> <strong>and</strong><br />

Entrepreneurship Club, as well as new offerings<br />

from their Immersive <strong>Learning</strong> <strong>Innovation</strong> Lab,<br />

Climate <strong>Innovation</strong> Lab, <strong>and</strong> <strong>The</strong> Sustainability<br />

<strong>Innovation</strong> Institute.<br />

Click here to explore the<br />

EntreComp Framework!<br />

124<br />


e/CONNECT<br />

How are you feeling about the<br />

re/TURN to class? Ways we can<br />

talk about reconnecting that<br />

build up our relationships <strong>and</strong><br />

community. How we <strong>and</strong> you<br />

are feeling about the re/TURN<br />

to class.<br />

126<br />



re/CONNECT<br />


Ambreen Rana<br />

Student, Pharmacy Technician, SCHS<br />

Reconnecting with faculty is a lot<br />

easier; it’s good to have people at the<br />

college to share, connect, <strong>and</strong><br />

chat with.<br />

A new reality.<br />

I’m very glad we are coming<br />

back to “normal” life.<br />

It’s about students, but not only. It’s<br />

about staff—people I miss so much.<br />

We’re excited about reconnecting<br />

with those we haven’t seen for two<br />

years, but it’s also challenging due<br />

to things we got used to.<br />

If we as faculty can re-connect<br />

<strong>and</strong> re-build our relationships, the<br />

students will sense that we are all<br />

part of a community <strong>and</strong> this will<br />

help them feel more comfortable.<br />

Excited, but also nervous<br />

about the return.<br />

Dear Diary,<br />

Tomorrow is my first day of college!<br />

And I can’t wait to see...<br />

What the campus looks like,<br />

Where my lecture halls <strong>and</strong> lab rooms could be.<br />

Meet the professors,<br />

And find a friend...or three!<br />

I am nervous <strong>and</strong> excited<br />

for them <strong>and</strong> for me.<br />

For the unfamiliar faces<br />

of peers sharing desks<br />

in unfamiliar spaces,<br />

All united in our experience of beginning this new chapter<br />

Together.<br />

Oh, what a journey college shall be!<br />

“Dear Student,<br />

We regret to inform you that in-person classes will be suspended in accordance with<br />

the safety protocol announced to prevent the spread of COVID-19 this Winter 2022.<br />

Please check your eCentennial account for instructions on your courses continuing<br />

online.”<br />

Attend college from home?<br />

How does that even work with labs, <strong>and</strong> content heavy courses?<br />

And what about the lecture halls?<br />

<strong>The</strong> professors bellowing their wisdom?<br />

<strong>The</strong> meeting the peers that are going to share similar experiences as me?!<br />

What about finding a friend or three!<br />

Oh, no…what kind of journey will college be…<br />

128<br />


“Dear Student.<br />

We can’t wait to welcome you back to in-person learning for Fall 2022!”<br />

Oh wow…this is going to be different…maybe even more difficult? Will the peers I<br />

worked with last semester still want to work together?<br />


Oh, no…what a journey will college be…<br />

Dear Diary,<br />

Today was my first day of being able to attend college in person.<br />

I got to see…<br />

All the colours of the uniforms, scrubs, <strong>and</strong> spaces.<br />

Find my place within the lecture halls <strong>and</strong> lab rooms<br />

<strong>The</strong>re were smiles behind the names<br />

<strong>and</strong> introductions shared between.<br />

<strong>The</strong>re were expressive eyes to look at,<br />

<strong>and</strong> not just white silhouettes on a black screen.<br />

<strong>The</strong> professors were actually motivating in person.<br />

You could feel their energy as they navigated<br />

their lectures.<br />

<strong>The</strong>y also weren’t left in silence when they asked the<br />

classroom a question.<br />

Us students could no longer use our self-consciousness<br />

as an excuse to hide behind<br />

our keyboards.<br />

Because,<br />

We were encouraged to be seen.<br />

We were encouraged to be heard.<br />

We were encouraged to participate,<br />

We were encouraged to grow.<br />

After all, that is what we are here for!<br />

Oh, what a journey college shall be!<br />

And between classes…between classes<br />

you could hear the hum of conversations,<br />

the fizz of laughter<br />

emanating through the commons area.<br />

<strong>The</strong>n, like busy bees,<br />

the students dispersed on their way to their next classes<br />

of people sharing desks in familiar spaces,<br />

All sharing in our beginning of this new chapter.<br />

Jackie Bishop<br />

Professor, Curriculum Development, Centre for Academic<br />

Excellence <strong>and</strong> Program Quality (CAEPQ)<br />

Life is but a journey we all go through. Try to<br />

remember some things that you can do. When the<br />

“bumps of life” come your way, Take a minute,<br />

pause, stop <strong>and</strong> say “I really need to slow down”<br />

Take time to relax <strong>and</strong> not just frown.<br />

Yes, life really is but a journey.<br />

Take time to decide your course of action.<br />

Think carefully about your reaction.<br />

Perception really is the true key<br />

To enjoying your life, you see.<br />

So in this journey, do stop <strong>and</strong> say<br />

“Why am I thinking in this way”<br />

Try to take another look at life<br />

Is it really just full of strife?<br />

Try not to focus on just the bad<br />

It will only make you feel sad.<br />

Try to see the positive in each day.<br />

That will help to clear the way.<br />

Yes, life is but a journey for us all. Rise to<br />

life’s challenges, overcome a fall. Learn to<br />

use your coping resources. <strong>The</strong>y will help<br />

along life’s courses<br />

Take a minute, stop <strong>and</strong> say<br />

“Yes, there is a better way”<br />

Life is but a journey you will see<br />

So learn to cope <strong>and</strong> set yourself free.<br />

Oh, what a journey attending Centennial College shall be!<br />

130<br />


<strong>The</strong> stress of a p<strong>and</strong>emic<br />

<strong>The</strong> COVID-19 p<strong>and</strong>emic was stressful, for<br />

many even traumatic. All of us, no matter<br />

where we reside, experienced some level of<br />

complex <strong>and</strong> multilayered stress that impacted<br />

us in multiple <strong>and</strong> profound ways.<br />

Uncertainty, uneasiness, <strong>and</strong> fear eroded that<br />

sense of community many of us had built in<br />

both our personal <strong>and</strong> professional lives.<br />

Most of us were forced to isolate, which<br />

meant a troubling increase in screen time<br />

whether for work, school, <strong>and</strong>/or social<br />

activities. Masks were m<strong>and</strong>ated, further<br />

heightening our growing anxiety. Words like<br />

social distancing, vaccine m<strong>and</strong>ates, hesitancy,<br />

<strong>and</strong> self-care became part of our everyday<br />

vocabulary. All the while people were managing<br />

incredibly stressful events like losing their<br />

livelihood, experiencing violence, addictions,<br />

<strong>and</strong> mental health crises.<br />

Hospitalization rates soared with many<br />

dying devoid of the company of loved<br />

ones. <strong>The</strong> thought of returning to campus<br />

amidst, or after this level of chaos, was <strong>and</strong> still<br />

is stressful.<br />

Despite the stress <strong>and</strong> chaos, we had to show<br />

up; it was business as usual. But was it?<br />

<strong>The</strong> trauma of society seeped into our virtual<br />

<strong>and</strong> physical classrooms with many students<br />

unable to make it to class because they were<br />

caught up in this chaos. For some the chaos<br />

is ongoing, a bad dream that doesn’t seem to<br />


HEART<br />

Rachel Larabee<br />

Faculty, Commmunity Development Worker Program,<br />

School of Community <strong>and</strong> Health Studies (SCHS)<br />

end. I found myself asking how do I continue,<br />

particularly when I felt bereft of my support<br />

systems, that community of colleagues who<br />

supported one another when it was business<br />

as usual. Those communal spaces at the<br />

college where we laughed, vented, <strong>and</strong> even<br />

cried together, were no longer there. How could<br />

we support each other so that we could fully<br />

show up <strong>and</strong> support our students?<br />

Stress is a barrier to learning <strong>and</strong><br />

community building<br />

As someone who teaches within the<br />

Community Development Work program 1 <strong>and</strong><br />

to whom the idea of community is not solely<br />

theoretical but is embodied <strong>and</strong> lived, I felt<br />

this loss more keenly <strong>and</strong> with it the urgency<br />

to do something that could intersect our need<br />

to engage heightened self-care <strong>and</strong> resiliency<br />

building within our professional roles in the<br />

office <strong>and</strong> especially in the classroom. I asked<br />

myself how I could adjust my pedagogy to<br />

make space for ways to support students in<br />

releasing, or at least managing some of the<br />

stress that presents barriers to learning in the<br />

1I teach Community Development Work<br />

at Centennial. <strong>The</strong>re are so many broad <strong>and</strong><br />

encompassing ways to define this work, but for the<br />

necessity of being succinct <strong>and</strong> for the purposes of this<br />

share, Community Development Work is the practice<br />

of engaging folx in a process of empowerment that<br />

supports them in playing a more capacitated role,<br />

collectively, in achieving the ability to initiate positive<br />

change in any economic, social, environmental, or<br />

cultural aspect of their lives <strong>and</strong> where they are, in<br />

particular, facing barriers.<br />

classroom, especially within a p<strong>and</strong>emic <strong>and</strong><br />

then p<strong>and</strong>emic-recovering experience?<br />

I turned to a mentor of mine, transpersonal<br />

psychologist, Dr. Beth Hedva. She developed<br />

<strong>and</strong> validated a five-step trauma-informed<br />

protocol in post-tsunami Indonesia (2004, rev.<br />

2013), which she calls Embodied Awareness<br />

(2012). In 2008 I was introduced to Embodied<br />

Awareness in a training series delivered by<br />

Dr. Beth Hedva (Hedva, 2008) <strong>and</strong> Elder<br />

Gr<strong>and</strong>mother Sara Smith (Mohawk First<br />

Nation, Turtle Clan, Six Nations of the Gr<strong>and</strong><br />

River, Ontario. Wisdom Keeper.<br />

Personal communication, October 2008),<br />

where I also connected with a helper of<br />

Gr<strong>and</strong>ma Sara, Traditional Teacher, Barbara<br />

Brant (Mohawk First Nation, Turtle Clan,<br />

Tyendinaga, Ontario. Personal communication,<br />

October 2008) at the “Roots 4 Peace<br />

Sharing Center” on the sacred l<strong>and</strong> of the Six<br />

Nations. <strong>The</strong> methods <strong>and</strong> lessons I gained<br />

from this training were centred on how we<br />

bring Embodied Awareness into communal<br />

spaces for the purposes of emotional healing<br />

<strong>and</strong> community renewal. This training <strong>and</strong><br />

these <strong>Teaching</strong>s were grounded in both<br />

Indigenous Traditional Mohawk Wisdom<br />

(Gr<strong>and</strong>mother Sara) <strong>and</strong> transpersonal<br />

psychology practices (Beth Hedva). Since that<br />

time, those <strong>Teaching</strong>s <strong>and</strong> further <strong>Teaching</strong>s<br />

imparted to me by Elder Gr<strong>and</strong>father, Ted<br />

Silverh<strong>and</strong> (Tuscarora First Nation, Bear<br />

Clan, Sagarissa Family. North Carolina.<br />

Oral <strong>Teaching</strong>s. Personal Communication,<br />

October 2013-2022), <strong>and</strong> the training of<br />

Embodied Awareness as a method, continue to<br />

be transformative <strong>and</strong> integral parts of my own<br />

journey <strong>and</strong> associated pedagogy in honoring<br />

my deep connection, through heart <strong>and</strong> heartbased<br />

ways of knowing <strong>and</strong> communing with<br />

myself, others, <strong>and</strong> the natural world.<br />

I felt not only myself but colleagues in my<br />

department <strong>and</strong> students within our programs<br />

could benefit from Embodied Awareness<br />

methodologies. Through the support of<br />

my Chair, I facilitated three workshops for<br />

our colleagues to consider how Embodied<br />

Awareness might be useful in their own selfpractice<br />

as well as integrated within their<br />

classroom pedagogy.<br />

In this article I share why I turned to Embodied<br />

Awareness to cope. It empowered me <strong>and</strong><br />

other faculty members to stay connected to<br />

ourselves <strong>and</strong> each other to more fully show up<br />

throughout the p<strong>and</strong>emic. I also will describe<br />

how I am using this method to support students<br />

as they return to the campus <strong>and</strong> physical<br />

classrooms. <strong>The</strong> work of connecting with<br />

each other <strong>and</strong> ourselves within academic<br />

spaces is not just about physically showing<br />

up. It is embodied work that requires supportive<br />

learning environments that allow us to thrive<br />

<strong>and</strong> build meaningful connections as we learn.<br />

Embodied awareness as a<br />

trauma-informed pedagogy<br />

Prior to the p<strong>and</strong>emic, students were already<br />

entering classrooms with trauma that was<br />

impacting their ability to learn. <strong>The</strong> work of<br />

my colleague Sama Bassidj (2018) on the<br />

importance of trauma-informed pedagogy,<br />

brought attention to how the trauma students<br />

in the Community Services department<br />

at Centennial College were bringing into<br />

the classroom was often a barrier to their<br />

learning. Bassidj (2018) highlighted the<br />

importance of designing <strong>and</strong> delivering<br />

pedagogical practices that hold space <strong>and</strong><br />

awareness for this trauma while employing<br />

facilitation techniques to support students so<br />

that their trauma does not become a barrier<br />

to their learning. My colleague’s research<br />

confirmed what many of us in our department<br />

already knew <strong>and</strong> were responding to.<br />

Fast-forward to p<strong>and</strong>emic recovery <strong>and</strong><br />

returning to the physical classroom: layers<br />

of p<strong>and</strong>emic isolation, previous trauma, <strong>and</strong><br />

vicarious trauma all show up in the classroom<br />

amongst teachers <strong>and</strong> students alike.<br />

When I use Embodied Awareness in the<br />

classroom, I am making space for students<br />

to consider how their subtle intuitive senses,<br />

their lived experiences, their thoughts, feelings,<br />

spiritual orientations, <strong>and</strong> belief systems are<br />

132<br />


welcome <strong>and</strong> important; <strong>and</strong> can be integrated<br />

into the classroom to support engagement<br />

with both the course content <strong>and</strong> with one<br />

another. <strong>Learning</strong> is not simply about engaging<br />

with our cognitive functions. <strong>Learning</strong> relates<br />

to all parts of the self. As I have learned <strong>and</strong><br />

experienced, most predominantly through<br />

the Indigenous <strong>Teaching</strong>s shared with<br />

me, learning is holistic <strong>and</strong> our knowing<br />

is rooted in the heart, carried in the body,<br />

processed through the spirit (B. Brant,<br />

Mohawk Nation, Tyendinaga, Traditional<br />

<strong>Teaching</strong>s. Personal communication, October<br />

2008-February <strong>2023</strong>). Of course, that includes<br />

how our p<strong>and</strong>emic experiences have shaped<br />

us as we show up to learn, <strong>and</strong> return to<br />

the classroom.<br />

Embodied awareness as a methodology to<br />

support students<br />

Embodied Awareness, as a methodology,<br />

engages whole-body-listening <strong>and</strong> learning<br />

(listening to course content, to colleagues, to<br />

oneself, <strong>and</strong> more). It also supports students<br />

to express <strong>and</strong> share what they know from<br />

those embodied places while incorporating<br />

more traditional academic ways of knowing<br />

<strong>and</strong> learning. <strong>The</strong> classroom becomes a<br />

place for learning both didactic information<br />

<strong>and</strong> how to hold respectful <strong>and</strong> empathic<br />

space for the explorations <strong>and</strong> shares of their<br />

colleagues. Finally, inviting sharing knowledge<br />

through connection to self <strong>and</strong> others helps<br />

to shift the nervous system from a cortisol<br />

stress response to a more supportive learning<br />

environment that releases tensions from<br />

p<strong>and</strong>emic isolation by rebuilding a sense<br />

of community.<br />

Embodied Awareness 2 is a series of ‘steps’<br />

or elements, using tools to help ourselves<br />

<strong>and</strong> each other show up in common<br />

spaces in states of being fully present <strong>and</strong><br />

feeling fully alive (Hedva, 2012). To bring<br />

Embodied Awareness into teaching <strong>and</strong><br />

learning spaces is to invite holistic education<br />

into being. Holistic education invites all<br />

dimensions of our being: mind, body,<br />

heart, spirit, <strong>and</strong> creative energy into the<br />

classroom. Whereas traditional, western<br />

education spaces, <strong>and</strong> classrooms have a<br />

predominantly cognitive-behavioral focus with<br />

little attention paid to how the body, heart, <strong>and</strong><br />

spirit play major roles in the ways we ingest,<br />

metabolize, <strong>and</strong> activate learning. In the<br />

helping fields, how we show up to serve others<br />

in their personal empowerment <strong>and</strong> community<br />

engagement is largely informed by how we<br />

show up for ourselves. Thus learning to selfsupport<br />

while holding supportive space for<br />

others not only supports learning, but also<br />

enriches our professional development in the<br />

human services.<br />

2 To learn more about the specifics of this work, I invite<br />

my colleagues to connect with me <strong>and</strong>/or check out<br />

the published works of Dr. Beth Hedva. What Hedva<br />

has done through this work is a blended integration<br />

of ancient <strong>and</strong> indigenous cross-cultural healing<br />

practices <strong>and</strong> spiritual traditions with modern<br />

psychological best practices to promote an integrative<br />

approach to both personal <strong>and</strong> community health <strong>and</strong><br />

wellness (Hedva, 2012). It is much more than just<br />

being in touch with our own body’s sensations <strong>and</strong><br />

feelings. Embodiment is about connection. It is about<br />

connection to your inner Source, your divine Self<br />

(with a capital ’S‛). Embodied Awareness is also about<br />

connection with others, your environment, <strong>and</strong> our<br />

world (2020).<br />

<strong>The</strong>re are five elements or ‘steps’ to Embodied Awareness as a pedagogical approach to classroom<br />

facilitation: connection, observation, listening, engagement, empowerment.<br />



LISTEN<br />

ENGAGE<br />


Five Elements of Embodied Awareness as a Facilitation Method for Course Integration<br />

Connect within: to self <strong>and</strong><br />

personal spiritual resources or<br />

personal belief system through an<br />

embodied experience<br />

Connect with other(s): energetically<br />

<strong>and</strong> with respect to course content of<br />

the day<br />

Use of mental/cognitive information,<br />

analysis, <strong>and</strong> awareness<br />

Opportunity to practice deep listening<br />

Opportunity for students to take stock<br />

of course content <strong>and</strong> synthesize<br />

information by sensing into emotions,<br />

thoughts, beliefs, subtle intuitive<br />

senses to inspire new perspectives<br />

<strong>and</strong> insights into course content<br />

through experiential process:<br />

expressive arts, self-reflection,<br />

<strong>and</strong>/or discussion relating to the<br />

topical content utilizing classroom<br />

community engagement of content<br />

Reflection on strengths-based<br />

components of the learning.<br />

What aspect of the day’s course<br />

content has ignited a sense of<br />

agency or action to be taken?<br />

What can be done with this<br />

learning experience?<br />

Examples:<br />

• Breath Work, Body movement, Body Tapping, Artistic<br />

expression, Connection to Music, song, Smudging.<br />

• Cultural ceremony; prayer; meditation (facilitated by<br />

instructor, volunteers, class members from different<br />

cultural backgrounds).<br />

Examples:<br />

• Pairs or small-group shares, Movement activities, Ice breaker<br />

activities related to content.<br />

• Reflections on the homework or content of previous class.<br />

• Kahoot content review.<br />

Examples:<br />

• Delivery of course content.<br />

• Offering a range of cognitive options with respect to course<br />

content connections (ie. integration of UDL strategies of<br />

<strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong>).<br />

• Use of self-assessment instruments.<br />

Examples:<br />

• Students have the opportunity to listen to each other express<br />

their unique engagements with course content within small<br />

groups or the larger classroom community.<br />

• To deepen listening consider providing a ‘vocabulary of<br />

feelings’ to name <strong>and</strong> process emotional experiences evoked.<br />

Examples:<br />

• Body scanning activities to acknowledge where the learning<br />

experiences registers within the body.<br />

• Guided Image techniques to engage perception of inner<br />

impressions (gut feelings, sensing temperature or texture,<br />

visualization of images, colors or symbols, inner listening) to<br />

connect with energy in the body.<br />

• Exp<strong>and</strong> sensory awareness into embodied awareness, by<br />

engaging intuitive insights, creativity, inspire creative projects<br />

to help students integrate course content.<br />

• Movement activities to release, move, <strong>and</strong> play with energetic<br />

experiences in the body.<br />

Examples:<br />

• Share a word of Empowerment related to the day’s content.<br />

• Name a new learning.<br />

• Describe some new action that can be taken to move the<br />

learning into the world of personal/professional experience.<br />

• Reflect on some aspect of the learning that student can teach<br />

to another person in their life <strong>and</strong> who <strong>and</strong> why them.<br />

• Identify a “take-away” of white board as you leave<br />

the classroom.<br />

<strong>The</strong> above chart displays examples of what applying the five elements of Embodied Awareness can<br />

look like within the classroom. <strong>The</strong> order to how these elements are integrated is not as important as<br />

all five being included in any given class/lesson. That being said, it is best practice to at least start<br />

134<br />


with connection activities <strong>and</strong> end with a brief empowerment component which invites the students<br />

to consider <strong>and</strong> possibly share what part(s) of the weekly content they intend to take forward into<br />

their own personal agency or actions along with any associated details as to how, with whom,<br />

etc. they intend to share their learning personally <strong>and</strong> professionally.<br />

Conclusion<br />

Let’s consider post-traumatic-growth as a focal point; in contrast to post-traumatic stress. As many<br />

as 90 per cent of people who confront trauma also experience personal growth in at least one of the<br />

following five areas:<br />

• Greater compassion for self <strong>and</strong> others <strong>and</strong> a deepening in interpersonal relationships<br />

• Greater appreciation for being alive<br />

• New perspectives on life or a changed philosophy of life<br />

• Greater sense of inner strength, self-reliance, <strong>and</strong> acceptance of vulnerability<br />

• Greater underst<strong>and</strong>ing of spiritual matters, a deeper sense of faith, meaning, or purpose in life<br />

(Calhoun <strong>and</strong> Tedeschi, 1995)<br />

<strong>The</strong> p<strong>and</strong>emic was a collective shock to our systems. Yet, through these uncertainties <strong>and</strong> challenges<br />

we have grown <strong>and</strong> are still growing, <strong>and</strong> many of us are in the process of healing from it.<br />

We’re in this process of re-turning to each other. So far, the ability to practice <strong>and</strong> explore awareness<br />

of ourselves <strong>and</strong> each other, that is embodied <strong>and</strong> compassionate, as we learn, has served as a<br />

helpful antidote for what feels like a disconnected school community reaching out for ways to return<br />

to learning <strong>and</strong> being together again in our classrooms. To re/TURN <strong>and</strong> emerge stronger, wiser,<br />

more resilient, more inclusive, <strong>and</strong> more whole, with a sense of collectivity that joins in meaning<br />

<strong>and</strong> purpose, is not a given; it is an intention <strong>and</strong> one that requires action <strong>and</strong> integrity; that is a<br />

willingness amongst us. Embodied Awareness is a way I have started to integrate this intention,<br />

my lived experiences, lessons learned, <strong>Teaching</strong>s shared <strong>and</strong> experienced, <strong>and</strong> intuitive knowing<br />

into my teaching practice as we return to a new normal. A new normal that we have the capacity to<br />

consciously decide will be ours as a collective.<br />

References<br />

Bassidj, S. Trauma-Informed Perspectives on <strong>Teaching</strong>: A Scholarship of <strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong><br />

(SoTL) Project. Centennial College, 2018.<br />

Brant, B., Mohawk First Nation. Lives in Tyendinaga, Ontario. Oral <strong>Teaching</strong>s. Personal<br />

Communication. October 2008-February <strong>2023</strong>.<br />

Cahoun, G. <strong>and</strong> Tedeschi, R. Trauma <strong>and</strong> Transformation: Growing in an Aftermath of Hedva, B.,<br />

Betrayal, Trust <strong>and</strong> Forgiveness: A Guide to Emotional Healing <strong>and</strong> Community Renewal,<br />

Wynword Press, 2004, revised ed. 2013.<br />

Hedva, B. (2012, <strong>May</strong>). What is Embodied Awareness. Embodiedawareness.com.<br />

https://embodiedawareness.com/beth-hedvas-bio/<br />

Hedva, B. (2020, December 29). Embodied awareness: An introduction to spiritually directed therapy.<br />

Retrieved from https://course.wcea.education/app/ hedva/elearning/counselor-psychotherapist/<br />

dr-beth-hedva/ 168720/completecourse-embodied-awareness<br />

Hedva, B. (2020, April 4). Stress Reduction <strong>and</strong> Self-Care in Response to Covid-19. Embodied<br />

Awareness Blog. https://embodiedawareness.com/<br />

Silverh<strong>and</strong>, T. Tuscarora First Nation. Lives in Upper State New York, New York. Oral <strong>Teaching</strong>s.<br />

Personal Communication. October 2013-2022.<br />

Smith, S. Mohawk First Nation. Six Nations of the Gr<strong>and</strong> River, Ontario. Oral <strong>Teaching</strong>. Personal<br />

Communication. October 2008.Vertiu virmilius Cat, tanum videlud eoredea inu morae depse<br />

nunte, verfitis anum pratritur avehendii publicae ortam sero et potil unte, o Cupplis int<br />

136<br />




re/TURN<br />

Allison MacKenzie <strong>and</strong> Felipe Faccioli<br />

Placement Coordinators, School of Hospitality, Tourism, <strong>and</strong> Culinary Arts (SHTCA)<br />

Natasha Cassie<br />

Student, Occupational/Physiotherapist Assistant,<br />

School of Community <strong>and</strong> Health Studies (SCHS)<br />

Teeming hallways as I return to this place<br />

Oh, how strange it is to see your face!<br />

We bounce, we smile<br />

But it will be a while<br />

Until I can feel your friendly embrace<br />

Our teacher’s voice in organic reverb<br />

Echoing in this entity of repopulating suburb<br />

So quaint it is to be in this room<br />

Before now, we were prisoners of Zoom<br />

Join Program Coordinator’s Felipe Faccioli <strong>and</strong> Allison<br />

MacKenzie talk about their p<strong>and</strong>emic solutions for Work<br />

Integrated <strong>Learning</strong> (WIL), including what worked, what<br />

didn’t, <strong>and</strong> what remains to be seen.<br />

Like many schools across Centennial College,<br />

the School of Hospitality, Tourism, <strong>and</strong> Culinary Arts<br />

relies heavily on h<strong>and</strong>s-on, experiential learning<br />

in its curriculum. During the p<strong>and</strong>emic, WIL team<br />

was faced with the daunting challenge of how to<br />

replicate meaningful WIL opportunities in an online<br />

environment. While they quickly learned that it is<br />

impossible to “replicate” a live work environment, the<br />

need to create online WIL options gave them the chance<br />

to craft a customized solution that brings students unique<br />

opportunities that they might not otherwise have gotten to<br />

experience in a traditional work or internship setting.<br />

Allison<br />

Felipe<br />

Good to see you, so great to confer<br />

Though things are not fully back<br />

To the way they once were<br />

A sweet escape from<br />

Isolation <strong>and</strong> mental distortion<br />

As we return to deal with<br />

Our pent-up frustration<br />

As I pen these words onto this page<br />

I recall my longing to re-engage<br />

<strong>The</strong> arrows no longer que our direction<br />

<strong>The</strong>y now point to<br />

Newly refined ideas of perfection<br />

No more competing for scholastic gain<br />

But for love, for life, for joy<br />

As we heal in bitter-sweet refrain<br />

We return to learning, friends <strong>and</strong> camaraderie<br />

Re-imagining what it means to be happy<br />

I’ve missed you my friend, my pal<br />

My buddy<br />

138<br />





Image attribution in order of<br />

appearance. All images under CC<br />

licenses. Some images may be<br />

edited from the original source.<br />

Neda Moosavi Geshnigani<br />

Student, General Arts <strong>and</strong> Science, School of Advancement (SOA)<br />

Centennial College is a place where opportunities to grow are possible. Our diverse classrooms are a<br />

reflection of Canadian society <strong>and</strong> embody the hopes <strong>and</strong> dreams of all Centennial students to make<br />

a positive contribution to Canada <strong>and</strong> the world.<br />

Submission Material<br />

Cover<br />

Image combining road image from iStock by:<br />

chokchaipoomichaiya <strong>and</strong> Centennial College<br />

building.<br />

Table of Contents<br />

Illustration from iStock by: chanut iamnoy<br />

Introduction<br />

Image from iStock by: lvc<strong>and</strong>y<br />


Image from iStock by: master1305<br />

Image from iStock by: marchmeena29<br />

Institutional Perspectives<br />

Image from iStock by: nattrass<br />

Image from iStock by: Guzaliia Filimonova<br />

Reimagining <strong>The</strong> Return<br />

Image from iStock by: SvetaZi<br />

Image from iStock by: SvetaZi<br />

Illustration from iStock by: smartboy10<br />

re/CENTRE<br />

Image from iStock by: francescoch<br />

Fundamentals of OCAP<br />

Image from iStock by: ChristiLaLiberte<br />

Image from iStock by: ChristiLaLiberte<br />

Are you Ready?<br />

Image from iStock by: wildpixel<br />

Image from iStock by: SvetaZi<br />

<strong>Teaching</strong> Online…A Reflection<br />

Image from iStock by: MEDITERRANEAN<br />

Image from iStock by: Motortion<br />

Image from iStock by: Peshkova<br />

Image from iStock by: Bet_Noire<br />

re/TURNING to <strong>Teaching</strong> in Person<br />

Illustration by: Priti Parikh<br />

Overwork the New Norm<br />

Image from iStock by: Jay Yuno<br />

Photographs<br />

Photos by: Catherine Raine<br />

re/ENGAGE<br />

Vector Illustration from iStock by: Bunphot<br />

Centennial’s (Behind-the-Scene) Caped<br />

Heroes<br />

Illustration from iStock by: yogysic<br />

Illustration from iStock by: yogysic<br />

Mathematical Discourse<br />

Image from iStock by: peshkov<br />

140<br />


Dedicated to Educating Students<br />

Image from iStock by: CHBD<br />

Re-engaging Post-P<strong>and</strong>emic<br />

Image from iStock by: ipopba<br />

re/IMAGINE<br />

Image from iStock by: Vizerskaya<br />

Discourse<br />

Photograph by: Marah G. Echavez<br />

Digital Crossroads at Centennial<br />

Image from iStock by: BrianAJackson<br />

Image from iStock by: skynesher<br />

Illustration<br />

Illustration by: Anu Shergill<br />

Reimagining Career Education<br />

Image from iStock by: SvetaZi<br />

Image from iStock by: SvetaZi<br />

re/ALIGN<br />

Image from iStock by: fotostorm<br />

<strong>The</strong> Return<br />

Image from iStock by: Farknot_Architect<br />

We have the Technology<br />

Image from iStock by: Floriana<br />

Image from iStock by: Jacob Ammentorp Lund<br />

Image from iStock by: dorian2013<br />

<strong>The</strong> Role of Assessment<br />

Image from iStock by: KuzminSemen<br />

re/WORK<br />

Image from iStock by: Blue Planet Studio<br />

How do we re/TURN to Campus<br />

Illustration from iStock by: melitas<br />

Podcast<br />

Image from iStock by: Tempura<br />

re/CONNECT<br />

Image from iStock by: pixelfit<br />

Dear Diary<br />

Image from iStock by: SvetaZi<br />

Life’s Journey<br />

Image from iStock by: TomasSereda<br />

<strong>Teaching</strong> from the Heart<br />

Illustration from iStock by: salim hanzaz<br />

re/TURN<br />

Image from iStock by: SvetaZi (check alt text)<br />

Photograph<br />

Photograph by: Neda Moosavi Geshnigani<br />


Image from iStock by: Tetiana Lazunova<br />


Faculty Summit Highlights:<br />

People Illustration: kowalska-art<br />

Illustrations:<br />

Camera: carlacdesign<br />

Microscope: Bitter<br />

H<strong>and</strong> with paintbrush: ChrisGorgio<br />

Gramophone: Bitter<br />

H<strong>and</strong> pouring salt shaker: channarongsds<br />

Film strip: dial-a-view<br />

Camcorder: Hanna Shvets<br />

Abstract geometric pattern: bagus prakoso<br />

Stripes: Bunphot<br />

Icons:<br />

Quote symbol: Onlinewebfonts.com<br />

Microphone: OpenClipart-Vectors<br />

Various soundwaves: mgordeev<br />

142<br />

Quill: Terriana<br />



This digest is a collaborative effort made<br />

true by all authors <strong>and</strong> contributors.<br />

Visual Design, Layout, <strong>and</strong> Graphics<br />

Fabian Soto Palacio<br />

Student, Software Engineering<br />

Technology, SETAS<br />

Copy Editing<br />

Shannon Attard<br />

Graduate, SCMAD,<br />

Communications - Professional Writing<br />

Editorial Team<br />

Ajané Adams, Student, Centennial College Student Association Inc. (CCSAI)<br />

Aparna Halpe, Faculty, SoA<br />

Carol Preston, Faculty, CAEPQ<br />

Delon Omrow, Global Citizenship <strong>and</strong> Equity <strong>Learning</strong> Advisor<br />

Jackie Bishop, Faculty, CAEPQ<br />

Jaemel Chapman, Student, CCSAI<br />

Jennifer Easter, Librarian<br />

Jennifer Macllroy, Faculty, Storyworks, SCMAD<br />

Shaila Anthony, Lead, <strong>Learning</strong> Technologist, CFDTI<br />

Marketing<br />

Sharon Lewis, Sr. Graphic Designer<br />

Emma Jamieson, Marketing Manager<br />

Academic Excellence Unit (AEU)<br />

Makeda Daley, Manager,<br />

Administrative Operations<br />

Centre for Faculty Development <strong>and</strong><br />

<strong>Teaching</strong> <strong>Innovation</strong> (CFDTI)<br />

Chris Taylor<br />

Tenzin Yega Shaksur<br />

Leonora Zefi<br />

Mahssa Chavoshi<br />

<strong>The</strong> Local<br />

Shannon Carrigan, General Manager,<br />

Restaurants <strong>and</strong> Events<br />

Open Educational Resources Lab (OER)<br />

Centennial College Student<br />

Association Inc. (CCSAI)<br />

Data Analytics <strong>and</strong> Research Office (DARO)<br />

144<br />



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