Presentations

Learning from my ABCs: Assessments Based on Contributions from Students Thursday, May 2, 2024:

At the UW Teaching and Learning Conference, I spoke about engaging students in their assessments by incorporating contributions from those students.

Abstract:

How can we better engage our students with their assessments? The use of student-generated questions (SGQs) or student-generated tests (SGTs) have been examined in recent years as demonstrated by Lam (2014). This approach is recognized to promote students’ active participation in the assessment process and to potentially provide students with timely feedback before misconceptions can be formed...

Flipping the Table Wednesday, May 1, 2024:

flipping_the_table.pdf

Abstract: The Blended Learning Initiative in 2021-22 encouraged instructors to explore the benefits of combining in-person and online instruction techniques in a single course. There are many ways to do this, including the “Flipped Classroom” approach, where course content is delivered to students outside of class time via videos or readings, and class time is spent actively engaging with the material. Several iterations of CTE’s “From Remote to Flipped” training workshop helped instructors design their flipped classrooms effectively, and a Community of Practice of instructors using...

Read more about Flipping the Table

Neurodiversity in Social Work Field Education -- with recording link, at Online, Wednesday, March 6, 2024:

neurodiversity_in_the_field_presentation.pptx.pdf

Meg Gibson, Brianna Urquhart, and Hannah Monroe did an Advanced Field Instructor Training for people connected with the schools of social work at Renison University College/ University of Waterloo and Wilfrid Laurier University. The slides are posted below.

For a recording, see https://uwaterloo.zoom.us/rec/play/_zCMGfwevByjhZGb257HcQIizU296Nay-JAvG31BHizI6ctUJ3vcY6A3gZVTq4PQtZFdX5pMdSg-JCrU.14grurGOKADf0sAm?canPlayFromShare=true&from=share_recording_detail&continueMode=true&componentName=rec-play&originRequestUrl=https%3A%2F%2Fuwaterloo.zoom.us%2Frec%2Fshare%...

First Steps Towards Implementing Universal Design for Learning to Support Equitable Assessments Friday, March 1, 2024:

sas_teaching_meetup_presentation.pdf

At the SAS Teaching Meetup, I spoke about the conference proceedings paper that I co-authored with Zelem and Skrzydlo. Read more about First Steps Towards Implementing Universal Design for Learning to Support Equitable Assessments

Promoting Student Voices via Feedback in Courses Tuesday, January 30, 2024:

promoting_student_voices_via_feedback_in_courses.pdf

At the Math Teaching Seminar, I spoke about practices that I employ in my courses at the University of Waterloo to encourage and promote student voices.

Abstract:

One of my teaching goals for the past year was to establish practices in my courses that promote student voices and intentionally gather student feedback throughout the term. As a result, these practices have developed into a cohesive process that: (1) begins before the first day of class, (2) relies on anonymous and known feedback from students (the latter acquired from “Student Reps”),...

Autistic Perspectives on Eloping: Survey Findings, at Washington DC, USA, Friday, January 12, 2024:

eloping_poster_sswr_2024.pdf

By Margaret F. Gibson, bridget livingstone, Nicole Corrado, Steacy Easton, Beinean Evely, Andriy Hrabchuk, & Edwin Ng.

We presented a poster on some of our survey findings at the Society for Social Work Research conference.

Yes, It Blends! Sunday, November 26, 2023:

yes_it_blends.pptx

Abstract: A follow-up to a previous presentation entitled “Will It Blend? Experiences in a Flipped Classroom”, this talk will discuss lessons learned from developing and teaching a flipped course. Like many instructors, during the pandemic I discovered many advantages with online teaching, although I missed the classroom interactions. Since returning in person, I wanted to keep the best of both worlds and so I fully flipped my course, STAT 334 in both Fall 2022 and Spring 2023. Lecture material was delivered asynchronously via videos and the reduced in-class time prioritized active... Read more about Yes, It Blends!

Alcolix, Isterix, Feminax & Walkürax and the Sanctioning of Asterixian Parody., at German Studies Association Conference, Montréal, QC, Friday, October 6, 2023

Diversity and Neurodiversity in the Comics of Daniela Schreiter, at Comics Studies Society, Denton, TX (remote), Saturday, July 29, 2023

The cover of Daniela Schreiter’s 2014 bestseller Schattenspringer: Wie es ist, anders zu sein (literally, “Shadow Jumper: What It’s Like to Be Different,” translated as The World Beyond My Shadow: A Life with Autism, 2020) proclaims itself as “enlightening about Asperger-autism, barely known in Germany, and dispelling prejudices,” further describing autism as a “taboo topic [Tabuthema].” The comic’s publisher, Panini, which long showed little interest in producing...

Characterizing and linking two phases of wildland fire lifetimes from the Sioux Lookout District in Ontario by utilizing mixed effects multi-state modelling and joint frailty modelling techniques Wednesday, July 26, 2023

At the International Environmetrics Society regional meeting in Peterborough, as part of the session "Climate Resilience and Natural Hazards", I was invited to speak about my doctoral research.

Abstract:

Wildland fires can be viewed as having a "lifetime" that consists of several sequential phases. The specific sequence of phases can vary depending on how a fire is responded to (e.g., full suppression or monitoring) by a fire management agency. We investigate the lifetime distributions of two phases for fully suppressed wildland fires from a study...

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