Keynotes & Plenary
Wednesday, May 6, 2015: 9:45 - 10:45 a.m.
Building the Engaged University
For presentation slides click here
In this keynote address successful approaches to university engagement will be reviewed and some key options for further developing a productive strategy will be explored. The keynote will:
- Review a proven quality management framework and set of quality assurance checkpoints for effective university engagement
Identify the links between engage learning and university engagement
Outline examples of good practice in engaged learning and engaged research
- Discuss the incentives (and disincentives) for getting involved in this area. This will include identifying what forms of instructional support, leadership, governance and policy adjustments would help ramp up, quality assurrance, track, improve and sustain University Engagement
Identify the key indicators we would use to judge that what is being undertaken is having a positive impact on those intended to benefit
Outline the key lessons on effective change leadership and management for the area
Explore the possibility of undertaking a stocktake of what is already underway within your institution using the framework one useful next step
Thursday, May 7, 2015: 2:15 - 3:45 p.m.
Building the Engaged University
In this workshop we will work together on each of the key aspects identified in the keynote lecture on building the engaged university. The focus will be on what is worth pursuing and how to make it happen. The outcome will be recommendations on a small agreed set of key actions to be taken to your institution to ensure that the engagement strategy is effectively linked, leveraged, tracked, supported and led.
Dr. Geoff Scott, Emeritus Professor of Higher Education and Sustainability, University of Western Sydney Australia.
Dr. Geoff Scott was Pro Vice-Chancellor (Quality) and then Executive Director of Sustainability at UWS from 2004-12. He is actively involved in the Sustainable Futures Leadership Academy, helped establish RCE-Greater Western Sydney & with Canada's Michael Fullan is author of the widely used book Turnaround Leadership for Higher Education and the 2014 US NPDL White Paper Education Plus. In 2013, he completed an international study funded by Australia's Office for Learning & Teaching of Turnaround Leadership for Sustainability in Higher Education with Daniella Tillbury, Leith Sharp and Liz Deane and another project for OLT with Kerri-Lee Krause and colleagues in 11 Australian universities on Inter-university moderation and the assurance of higher education subject and program achievement standards. In 2008 he led the ALTC study of 500 Learning Leaders in Times of Change with colleagues from ACER. In 2010, he led the national survey of sustainability in the curriculum of Australia's universities.
He is a former member of the Board of Directors of the Australian Council for Educational Research, a fellow of the Australian College of Education, a member of TEQSA's Panel of Experts and a higher education auditor in many countries. He is currently National Senior Teaching fellow with Australia's Office for Learning and Teaching. In 2007, he was the recipient of the Australian Higher Education Quality Award.
Thursday May 7, 2015: 9:15 - 10:15 a.m.
Embodying the Missing Link: From Classroom Content to Community
This plenary will feature a presentation by a group of students, staff and faculty on a recently completed film about marginalization and exclusion in university classrooms resulting from systemic practices and microaggressions. The film is the work of the Social Inclusion, Diversity and Equity (SIDE) Committee within Laurier's faculty of Social Work. Although Masters of Social Work studies emphasize issues of marginalization, exclusion, and oppression, this acquired knowledge does not always translate into embodied experiences and behaviours. The film is based on previous presentations by the SIDE Committee using an adapted version of Forum Theatre, where scenes portraying marginalization and oppression are enacted for an audience and then re-enacted with an invitation to viewers to intervene in the interests of creating a better outcome. Jointly funded by a Laurier Teaching Fellowship and the Faculty of Social Work, the film showcases incidents in which students from non-dominant groups experience exclusion and being positioned as "Other" in classrooms. Participants will show video segments from the project, discuss their experiences in relation to these segments, and respond to audience questions.
Dr. Deena Mandell, Associate Professor, Faculty of Social Work,
Wilfrid Laurier University
Dr. Mandell teaches in the Individuals, Families and Groups concentration of the MSW program, the Writing for Publication course in the PhD program, co-ordinates the seminar she initiated for ESL students in the faculty, offers an annual Writing Workshop for MSW Students. Particular areas of interest in teaching are: education for practice that expands the concept of "use of self" to include critical reflection and brings critical and feminist perspectives into preparation for clinical practice. Previous research and writing have focused on understanding individual problems in the context of systemic social relations, policies and practices. Her book, Revisiting the Use of Self: Questioning Professional Identities is used as a text by several Faculty of Social Work instructors. Other published work has focused on subjectivity and social construction in relation to separated fathers and child support obligations, families coping with chronic health problems, Family Group Conferencing, the experiences of employees and families in the child welfare and mental health systems, and a review of the literature on the child welfare system and Aboriginal peoples of Canada. She has also been involved in a study of the use of course syllabi by students and instructors.
Dr. Mandell's experience as a practitioner in the community includes family services, outpatient mental health and inpatient hospital services, direct service with individuals, families and groups, program development and professional development education.
Nadine LeGros, Educational Developer (Intercultural Communications),
Wilfrid Laurier University
Intercultural communication competencies are critical to constructive dialogue, productive relationships, and success in every aspect of life at Laurier and in our globalized world. Nadine is deeply committed to the intersection between intercultural communication, academic skills, and instruction. Nadine has experience both as an international student and as an instructor in international classrooms. As part of her undergraduate degree in English and French, Nadine spent one year at a university in France. She is also certified to teach English as a second language, and has taught in France, Japan, Korea and Turkey. Nadine has offered workshops on the Canadian university environment to international graduate students from over 40 countries, supporting them in their adaptation to studying and teaching in a Canadian classroom. Some of her previous research has focused on the development of teaching communication competencies in international graduate students.