“There is no racism in Canada”: Practical ways of addressing sensitive topics with undergraduate students in sociology classes, Cathlene Hillier, Sociology & Legal Studies
In my post-secondary teaching experience, I have been told two times that Canada does not have a problem with racism. These incidents inspired my search to understand more about how instructors can better address the topic of racism and other sensitive topics in undergraduate classrooms. Sociology classes largely focus on matters of inequality and these topics tend to centre on issues relating to gender, sexuality, race, religion, age and social class. Therefore, in exploring the literature, I ask: What are some practical strategies to guide undergraduate students through the discussion and application of sensitive topics inside and outside the classroom? Due to the varying time-limits that instructors have for each topic within a course, my presentation presents practical ways of addressing sensitive topics in three main categories: (1) Small-scale class activities; (2) Large-scale class activities; and (3) Extending learning outside of the classroom. Overall, the literature indicates that students enjoy these activities and learn from them but they do not necessarily lead to a change in students’ previous views on specific forms of inequality (which often reflect the values of dominant culture). Despite this, these activities are creative and useful ways for instructors to get students thinking about sensitive topics. In conclusion, I will discuss suggestions on how to create an inclusive and comfortable space for students to explore these topics in the classroom.
Student curiosity: intrinsic learning in the post-secondary STEM education, Donata Gierczycka, Mechanical Engineering
The research on student motivation identified three motivational states: amotivation, extrinsic motivation, and intrinsic motivation. The intrinsic motivation to learn was observed to yield the best academic achievements in terms of the Grade Point Average, long-term learning outcomes, and student satisfaction. One of the factors sparking the intrinsic motivation is curiosity. Recent experiments demonstrated an increase of students’ genuine, curiosity-driven motivation to learn during a transition from high school to university. However, this motivation was found to decrease again over the course of the undergraduate program. This presentation examines studies on factors that affect learners’ motivational state, and provides recommendations on actions needed to foster student curiosity.
Designing an effective continuing education course for post-graduate health care professionals, Caitlin McArthur, Kinesiology
Continuing education is defined as learning activities that are completed after formal education, and can take many forms including workshops, seminars, and webinars. Health care professionals often complete continuing education to pursue lifelong learning, improve patient outcomes, learn additional skills, keep current with research, and meet the requirements of their regulatory colleges. The purpose of this presentation is to provide an overview of effective strategies for delivering continuing education to health care professionals (medical and allied health), and is based on the frameworks of adult learning theory and knowledge translation. The literature suggests that effective continuing education for health care professionals should be designed for self-directed and problem-centred adult learners who draw on their experiences and social roles. The teaching methods should be active and multifaceted, and could include methods such as clinically integrated teaching, interactive educational meetings (e.g., workshops, seminars), printed material, educational outreach visits, and audit and feedback. Most continuing education strategies influence professional practice while evidence to support an effect on patient outcomes is lacking.
- Participants will receive an attendance credit if they arrive on time and stay until the end of the event.
- A maximum of one special topic workshops can be counted towards your Fundamentals certificate.
Register: