2025 SPARK Teaching Symposium Calgary Sessions
Day One - April 29th
Keynote
Why Am I Here?
Marc Roussel
Abstract: When I was asked to deliver a keynote at SPARK, the University’s annual teaching conference, I was seized, not for the first time, with an attack of imposter syndrome. What am I going to tell all of my learned colleagues, many of whom know far more about teaching than I do? When I’m standing in front of the audience at SPARK, how am I going to convince my colleagues that I actually belong on that stage? And then it struck me that this experience encapsulates what many of our students regularly experience as they navigate their educations. So I’m going to talk about how I try to help students answer for themselves the question that, consciously or not, haunts many of them: What am I doing here?
10:45-11:30 - Session 1
Mitigating Students’ Overreliance of Generative AI Tools: Experiences and Experiments
Gideon Fujiwara, Natasha Rebry, Adriana Monteiro Lima, Aaron Taylor, and Javid Sadr
Type: Roundtable
Abstract: Many post-secondary institutions have been discussing the impact of AI technologies on assessment and academic integrity (Andres, 2023; Rudolph et al., 2025; Bozkurt et al., 2025; Eaton, 2023). This roundtable aims to explore our experiences and experiments dealing with students’ use of generative AI (GenAI) on assignments. The discussion invites participants to share their experiences and consider solutions for mitigating the ill use of GenAI. From institutional integration of free-of-charge Gen AI detection tools to robust pedagogical strategies, our discussions will ponder in-class assessment, facilities for offline exams, the need for clear AI usage policies, and AI literacy, as potential solutions.
11:45-12:30 - Session 2
Brady Simpson
Type: Presentation
Abstract: Podcasts are seemingly ubiquitous; everyone has a podcast! But… can students make a podcast? Can students learn through podcasts? In 2023, marketing sessional lecturer Brady Simpson explored the use of podcasts in the classroom, weaving them into the very fabric of the curriculum. In this presentation, Brady Simpson will discuss how his students are learning about marketing through both making a podcast and listening to podcasts. Podcasts will be discussed as a teaching tool and a practical guide or “how-to” will be presented, including the required hardware and software. This presentation will further explicate how to teach through podcasts, why instructors should consider teaching through podcasts, and tips, tricks, and cautions when implanting podcasts in the classroom. By the end of this session, participants should better understand the world of podcasts and have a toolkit to implement them in their own classes.
1:45-2:30 - Session 3
Adriana Monteiro-Lima, Nanda Stannard, Jaspreet Kaur, Matt Rahimi, Keltie Hamilton, Luz Janeth Ospina, and Diana Lucia Letts-Piedrahita
Type: Hybrid Roundtable
Abstract: The International Student Resilience Community of Practice (ISR CoP) Sharing Circle seeks to identify strategies and pedagogical methods that enhance teaching, learning, and assessment while creating an accessible and supportive learning environment where all students, including international students, can thrive. We aim to address challenges such as academic conduct, attendance, the impact of generative AI on assessment, digital literacy, and cultural adjustments by integrating foundational skills into courses, promoting peer engagement, and providing accessible resources. Through collegial discussions and multidisciplinary approaches, we strive to support educators, build trust, and encourage active participation. Our main goal is to provide educators with strategies to help their students settle into their new academic environment and successfully achieve learning outcomes.
2:45-3:30 - Session 4
Adriana Monteiro Lima
Type: Worksop
Abstract: The impact of generative AI (GenAI) tools in higher education has challenged the academic ethos with questions about ethics, equity, and assessment effectiveness (Mills et al., 2023; Gerlich, 2025). This workshop invites participants to explore evidence-based solutions that mitigate negative effects, enhance potential opportunities, and balance the tension between GenAI implementation proponents and opposers. Questioning the ethical and equitable implications of GenAI tools, used especially in writing assignments (Dobrin, 2023), participants will gain insights into mitigating the challenges of assessing learning in the GenAI age. As educational institutions ponder the impact of AI technologies on assessment and academic integrity, it becomes essential to challenge traditional teaching and learning approaches and definitions of plagiarism (Eaton, 2021; Eaton, 2023). This interactive session will engage participants in collaborative, challenge-based activities that foster dialogue and promote understanding of these issues (Apple Inc., 2008). Participants will explore resources and investigate challenges related to GenAI applications in academic contexts. Through group discussions, participants will identify evidence-based solutions to ethical dilemmas and collaboratively develop suggestions for responsible, equitable, and effective implementation or regulation of such tools in their curricula. The workshop will encourage attendees to articulate their perspectives on AI applications in their disciplines and consider the need to enhance AI literacy among students and faculty (Andres, 2023). This session will serve as a platform for stimulating critical thinking and expanding the discourse about the evolving impact of GenAI in higher education.
Day Two - April 30th
9:00-9:45 - Session 1
Shannon McAlorum, David Kootnikoff, and Tara Million
Type: Presentation
Abstract: Embedded in the TRC’s Calls to Action regarding education are the integration of Indigenous Peoples’ contributions, Indigenous knowledge and teaching methods. The Indigenous Writers Series (IWS) is a multi-disciplinary team devoted to amplifying Indigenous voices on campus and facilitating the inclusion of Indigenous knowledge into U of L classes. In general, we host published Indigenous authors for a day or two of events on campus that begin with a traditional ceremonial welcome led by a Niitsitapi Elder. In particular, we facilitate classroom visits by Indigenous authors and organize academic faculty discussions with those authors about how Indigenous literatures can be included in a variety of courses. We take a broad view of what Indigenous literatures are and promote oral, written, and performance storytelling forms. The work of the IWS is grounded in reciprocity, respect and reconciliation, as we work to create spaces for the campus community to engage, listen, and learn. This presentation will cover the teaching aspects of the IWS’ project and share successes, road bumps, and best practices for implementation, as well as our shared version for the future.
10:00-10:45 - Session 2
Maryma Wattoo, Keltie Hamilton, Diana Lucia Letts-Piedrahita
Type: Presentation
Abstract: Food insecurity is a pressing issue impacting the well-being and academic success of post-secondary students. This presentation aims to raise awareness around the challenges faced by both international and domestic students in accessing nutritious food. By addressing the social and cultural barriers to food security, we aim to underscore the critical connection between food access, student wellness, and academic performance.
Type: Workshop
Abstract: What questions should one ask while planning for teaching? These questions are important considerations in planning a lesson, lecture, course, or assessments. This session will present the kinds of questions one could ask themself as they plan for teaching. The model of Understanding by Design by Wiggins and McTighe will be the foundation for the kinds of questions one asks in planning for teaching.