2025 SPARK Teaching Symposium Sessions

Type: Roundtable  

Location: SA7212 

Abstract: IN-Practice: Indigenous Scholars Circle of Teaching and Learning invites participants to engage in an interactive sharing circle that explores Indigenous pedagogies as holistic, relational, and land-based approaches to education. They will provide a space for dialogue, reflection, and hands-on engagement with Indigenous scholars, allowing participants to experience Indigenous ways of knowing.  

Rooted in relationality, Indigenous pedagogies emphasize knowledge as a shared responsibility between learners, teachers, and the land. Through experiential and participatory methods, including storytelling, ceremony, and land-based learning, these approaches foster deep engagement and interconnected understanding. The sharing circle will include modalizations of Indigenous pedagogies, demonstrating practical applications that non-Indigenous educators can respectfully integrate into their teaching practices.  

By participating in this circle, educators, researchers, and community members will gain insight into strategies that support student engagement, holistic learning, and inclusive knowledge-sharing environments. The session will center Indigenous worldviews while also providing concrete approaches for creating reciprocal and respectful learning spaces. The sharing circle is an opportunity to experience and reflect on Indigenous pedagogies in action, moving beyond theoretical discussions into practices that can be meaningfully applied in diverse educational environments.   

Dawn Burleigh and Greg Ogilvie 

Type: Presentation  

Location: SA7230 

Abstract: Mentorship is a concept that has an extensive history. The term ‘mentor’ was originally used in ancient Greek literature, specifically Homer’s The Odyssey. In the epic tale, Odysseus, the King of Ithaca, leaves his family to participate in the Trojan Wars. In his absence, Odysseus appointed his trusted friend, Mentor, to provide guidance and tutelage to his son. Thus, the name of the individual entrusted to tutor the future king became associated with the practice of supporting and tutoring a young pupil. As Ehrich et al. (2004) noted, “Throughout history, mentors have played a significant role in teaching, inducting, and developing the skills and talents of others” (p. 519).  

Is mentoring, supervising, or providing feedback part of your teaching role? If so, join us to explore this role further and learn about a practical tool you can use in your everyday work with students.  

In this session we will introduce the "Mentorship Dimensions," a tool developed through seven years of case study research to support reflective practice and improved supervisory capacity. This tool can be used by anyone who is in a supervisory role, specifically working with students in applied settings like field placements, practicums, labs, experiential learning opportunities, or graduate work. The tool encourages critical engagement with mentorship approaches while supporting the development of strong reflective practice. We will share the tool and demonstrate its application through group participation in case examples with an aim of enhancing practical approaches that you can use with your students. 

11:45-12:30 -  Concurrent Session 2

Brady Simpson 

Type: Presentation  

Location: SA8003 

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. 

Dana Abeuova 

Type: Presentation  

Location: SA7202 

Abstract: This presentation explores how team project work in the context of humanities, social sciences, or business disciplines can be enhanced by incorporating a physical component. Team projects are a common assessment method designed to foster collaboration and enhance student learning. However, they are often perceived as tedious, uninspiring, and time-consuming. The deliverables are typically limited to written reports or presentations, which can contribute to student disengagement and lack of enthusiasm for the process. To maximize the learning potential of teamwork, educators must innovate and find ways to make the learning process both valuable and engaging for students. Using the example of the Professional Communication Skills class, this session demonstrates how a soft skills or interpersonal skills course can be enhanced by incorporating a hands-on component. In this approach, student teams work on semester-long projects where they design and create a physical prototype in the Agility Innovation Zone. This process encourages students to think creatively, collaborate effectively, and step outside the traditional classroom environment. Key lessons learned and the advantages of this hands-on approach will be shared, along with how building a physical prototype enhances student engagement, fosters critical thinking, and aligns with class objectives, resulting in a richer and more impactful learning experience. 

Brent Saccucci 

Type: Presentation  

Location: SA7212 

Abstract: Brent has two rules in his classroom: 1) You have to participate 2) You can’t say “I don’t know”. But how do we do this equitably and in a way that fosters meaningful dialogue and respects student’s diverse learning needs? With the increase of linguistic diversity, social anxiety and the necessity of trauma-informed practice, nothing is quite as contested as ‘making’ students participate, but that is only when participation is framed as an innate trait—where some students “have it,” and others don’t. In this presentation, we will reimagine participation as a skill that can be developed, taught, and yes – assessed! We’ll explore how to design courses that prioritize participatory learning that is equitable, accessible, and meaningful, particularly for marginalized students with diverse learning needs. We CAN make our classes lively spaces of exchange, debate, and even disagreement when participation is intentionally taught as a skill our students need for both academic and professional life.   

Using culturally-responsive teaching (Gay, 2018), trauma-informed and neuro-affirming pedagogies (Carello & Butler, 2015), we’ll unpack common barriers to participation and explore strategies that move beyond traditional classroom discussion models, incorporating alternative modes of engagement, scaffolding, and universal design principles. Participants will leave with ready-to-use classroom strategies for building participation into course design and assessing it in ways that honor student diversity, all while fostering a classroom culture that supports both confidence and choice. Whether you teach in large lectures or small seminars, this session will equip you with the tools to make participation work for your students, not against them.  

Lidija Sijacic and Devon Smither 
Type: Roundtable  

Location: SA7230 

Abstract: Labour-based grading, also known as contract grading, is a method where students are assessed based on the amount of labour they put into a course, as agreed upon by students and the instructor at the term’s beginning. Consequently, grades are based on the student’s effort rather than assessments of the quality of their work. This grading method recognizes the labour and struggles that learning requires, as well as the subjectivity that may affect evaluating quality. It also acknowledges that external factors outside of the student’s control may impact this perceived quality. Therefore, grading the effort that the students put into producing their work is an endeavour to promote equity and reduce some of the stress arising from being graded. In addition to the letter grade students receive for their labour, instructors provide them with detailed feedback regarding their progress in applying the principles of the subject matter being taught.  

Over the past few years, Devon Smither (Art History/Museum Studies), Jason Laurendeau (Sociology), and Lidija Sijacic (New Media) have implemented labour-based grading in their large first-year survey and smaller upper-level classes. It is beneficial to consider how labour-based grading may be applied to different course formats. Assessing student labour may require adjusting this method to accommodate the format of the student’s work. A theory essay, an artwork, and a design project each have their unique particularities that may shape how they are assessed in labour-based grading. In this round table, the main points of discussion include outlining of labour-based grading framework, rationale for implementing this method, reflecting on the successes and challenges we encountered in applying labour-based grading, implementing labour-based grading in different course types and levels, and experiences of some of our students with being graded in this manner.  

This session will provide the attendees with an opportunity to critically examine the pedagogical role of grading while encouraging an open discussion about labour-based grading and its application in different course formats as a means of fostering equity in educational settings.  

1:45-2:30 - Concurrent Session 3

Adriana Monteiro-Lima, Nanda Stannard, Jaspreet Kaur, Matt Rahimi, Keltie Hamilton, Luz Janeth Ospina, and Diana Lucia Letts-Piedrahita 

Type: Hybrid Roundtable 

Location: SA8003 

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. 

Sidney Shapiro  

Type: Presentation   

Location: SA7202 

Abstract: As the landscape of digital education evolves, so too does the cat-and-mouse game between student excuses and educator countermeasures. This light-hearted yet insightful presentation will explore the myriad inventive tactics students use to evade academic responsibilities. We'll delve into classic scenarios such as intentional file corruption, where students submit unreadable documents, and clever formatting tricks—like using oversized fonts and excessive spacing to meet word counts. Further, we'll examine more complex issues including plagiarism, the rise of AI-generated assignments, the challenges of verifying actual time spent on digital assignments and quizzes, and other common technology based excuses like connectivity issues during online submissions, software crashes at crucial moments, and the strategic exploitation of citation tools to inflate bibliographies. This session at the Spark Conference is designed to spotlight these digital dilemmas and equip educators with knowledge of these issues and provide effective strategies to maintain rigorous educational standards in a playful yet practical manner.  

Tiffany Morin, Anthony Loke, Camryn Suntjens, Claire Godin, Lenny Weasel Head, Emma Zwart, and Rebecca Ryan 

Type: Presentation 

Location: SA7212 

Abstract: Talking circles are an approach to connect others and build community, by the sharing of ideas, feelings, and experiences. Therapeutic Recreation students have been participating in talking circles in their classes since the fall of 2023 (specifically TREC 3000, 3100, 3200, & 3500). Research question: Does participating in talking circles impact university students sense of community and connection within the classroom? Project will use a student survey to collect data on the experience of talking circle participants (approx. 40 students). Quantitative analysis to be conducted by student researchers, along with their instructor, gathering descriptive statistics and connecting them to the research question, exploring patterns, themes, and trends. This study has the potential to impact teaching approaches in university classrooms. We will share our preliminary results at SPARK.  

Romany Craig 

Type: Presentation 

Location: SA7230 

Abstract: Thinking routines use active learning strategies as tools, structures, and patterns of behaviour to promote, and support students’ thinking (Richhart, Church, & Morrison, 2011). The use of thinking routines regularizes specific active learning strategies, weaving them into the fabric of the course. As a result, students become accustomed to their use and are able to quickly and habitually engage in the activity with increasing independence. A critical thinking tool, SEE-I, was adapted for use as a thinking routine to engage students in critical writing practices in a library science course. SEE-I stands for: State, Elaborate, Exemplify, and Illustrate. The routine use of SEE-I was successful in allowing students to engage with course concepts in a way that meaningfully demonstrated their understanding of course concepts. In the context of a library science course the process of finding and evaluating information are of great importance – both of which often require beginning with a strong researchable question. Critical question (Q) was thus added to the tool and incorporated into the thinking routine. This interactive session will provide an overview and background on the SEE-I tool and include a hands-on activity using a SEE-IQ chart to simulate an in-class experience. Advice for using the SEE-I(Q) tool as a thinking routine in the classroom, and personal reflections on student performance will be shared.  

2:45-3:30 - Concurrent Session 4

Adriana Monteiro Lima 

Type: Worksop 

Location: SA8003 

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. 

Jay Laurendeau and Numa Surmawala 

Type: Presentation 

Location: SA7202 

Abstract: Drawing on interviews with faculty members at three different institutions, I reflect on numerous layers, challenges, and tensions faculty members share when they consider whether and how they engage with Indigenous authors, materials, and/or ways of knowing in their teaching practices. Together, these narratives point to the importance faculty members attach to this work as well as the barriers – institutional, interpersonal, disciplinary, etc. – they encounter in meaningfully engaging with these ideas in (and beyond) the classroom. Participants also draw attention to the institutional contexts within which they do this labour, highlighting the ways the university seems to value this kind of reflective pedagogy while often falling short of providing the supports and guidance that would make it more thinkable in the context of faculty members’ professional practice. In analyzing these interviews, I interrogate the university as an “arm of the settler state” (Grande, 2018) and meditate on some possibilities for transformative change in the classroom. 

Brent Saccucci 

Type: Workshop/Presentation 

Location: SA7212 

Abstract: Why do we grade, and at what cost? This session critically examines the harmful effects of traditional grading practices on both students and educators. Rooted in systemic power dynamics, grades perpetuate inequities, foster competition, and create divisive learning cultures that often prioritize competition and compliance over genuine risk-taking and intellectual growth. Drawing on Susan Blum (2020) and Jesse Stommel’s (2023) foundational research on ‘ungrading’ we will explore how ungrading shifts the focus of assessment from ranking and numeric grades to meaningful feedback practices that center equity, wellness, and collaboration. Stommel reminds us that “grades are inequitable” and that rethinking assessment requires asking hard questions about who assessment is truly for and how it can become a liberatory practice for both students and educators. Together, we will work through case studies and discuss actionable steps to dismantle the grading status quo across disciplines. We will explore how to build learning environments that empower students as co-authors of their education, all while strengthening genuine feedback and intellectual growth. This session invites educators to reimagine a better future for teaching and learning—one rooted in growth, reflection, and shared humanity outside the obsession of grades.  

 Participants will be asked to participate and discuss in groups as half of the workshop will be interactive and discussion-focused.  

Colleen Klassen 

Type: Tour and Roundtable 

Location SA6304 (Agility Innovation Zone) 

Abstract: Visit the Agility Innovation Zone and explore its unlimited potential!  As a unique space conducive to developing 21st century core competencies, the Zone can strengthen curricular understanding and engagement across all disciplines. Hands-on learning experiences develop skills in creativity, problem solving, collaboration, time management, resilience and adaptability. When students bring an abstract idea into reality, they deepen their understanding of a concept and then can express their knowledge in new and exciting ways.

Please join us for a tour and round-table discussion as we consider not just what can be done in the Innovation Zone, but why it is such a rich and meaningful way to enhance teaching and learning at the University of Lethbridge.  

Day Two - April 30th

9:00-9:45 - Concurrent Session 1

Shannon McAlorum, David Kootnikoff, and Tara Million 

Type: Presentation 

Location: SA8003 

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. 

Sidney Shapiro 

Type: Workshop 

Location: SA7202 

Abstract: This workshop will explore alternative approaches to grading, including ungrading, negotiated grading, and peer assessment, with the aim of empowering students and fostering meaningful learning experiences. Traditional grading methods often prioritize extrinsic motivation, focusing on performance and grades rather than critical thinking, creativity, and transferable skills. In contrast, alternative grading methods emphasize collaboration, self-reflection, and growth. Participants will learn how negotiated grading enables students to advocate for their grades through iterative feedback and discussion, while ungrading removes numerical assessments to focus on process and understanding. Peer assessment fosters collaboration, accountability, and evaluative judgment among students. The session will examine practical applications of these methods through case studies, showcasing their impact on student outcomes. It will also explore new grading possibilities, including hybrid models that combine traditional and alternative methods to balance scalability and pedagogical goals. The workshop will discuss the pros, such as enhanced student engagement and empowerment, and cons, including time-intensive implementation and resistance to change. Pedagogical implications, such as shifting the focus from grading to capacity-building and real-world skill development, will be highlighted. Attendees will leave with actionable strategies, tools, and templates to reimagine grading practices in diverse educational contexts. 

Mark Ward 

Type: Presentation 

Location: SA7212 

Abstract: Generative AI tools are changing the game for students and instructors in post-secondary education. Instructors are challenged to design assessments that can be delivered in online and face-to-face formats and preserve academic integrity. Students are challenged to demonstrate that they are armed with the knowledge, skills and experiences, so they can answer the question as they embark on their careers – “what can you do that generative AI cannot?”. In this session, we will discuss how: a) generative AI use was incorporated into the course; and b) the authentic assessment design model was applied to align the course’s learning objectives and assessment strategy so that students would have the opportunity to generate knowledge, skills and experience to answer this question in three areas: a) create new knowledge; b) collaborate effectively in teams; and c) develop evaluative judgement. We will discuss the experience of what worked, what didn’t, and the implications at a course and faculty level from student and the instructor perspective as we strive to enhance the value proposition of university education in a generative AI world. 

Chess as a Tool to Strengthen Critical Thinking and Build Executive Functioning 

Jade Oldfield and Lance Grigg 

Type: Presentation 

Location: SA7230 

Abstract: For many, the game of chess is seen as just that - a game - however, studies have shown the cognitively demanding nature of chess can have beneficial impacts on the brain. Chess has been shown to support students’ academic abilities (Gliga & Flesner, 2014), socioaffective development, problem solving (Aciego et al., 2012), and executive functioning (Dania et al., 2021), in many different age ranges. In fact, chess masters show increased activation in areas associated with executive functioning (Hänggi et al., 2014). Executive functions are the critical metacognitive skills of working memory, cognitive flexibility and inhibitory control, and these skills are a better predictor of life success than IQ or socioeconomic status (Alloway & Alloway, 2010; Zysset et al., 2018). With all manners of students struggling with executive functioning and critical thinking skills, chess is a potential intervention that can be employed to help struggling students. This presentation will detail the connections between chess and critical thinking and chess and executive functioning, and how teachers and professors can leverage the game of chess to support these skills in their own classrooms. Furthermore, this presentation will introduce and discuss some novel research being conducted at the University Lethbridge regarding using chess as an intervention to support at-risk youth in our community. 

10:00-10:45 - Concurrent Session 2 

Maryma Wattoo, Keltie Hamilton, Diana Lucia Letts-Piedrahita 

Type: Presentation 

Location: SA8003 

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. 

Howard Cheng  

Type: Presentation   

Location: SA7202  

Abstract: Over the last decade, technology companies have used technical interviews as a significant component in the hiring process. Candidates are given problems to solve during interviews. In this talk, we will give an overview of what a typical technical interview looks like, and how I accidentally became a "coach" for many students preparing for interviews. We will describe what are some of the signals employers look for during these interviews and the workshop I have developed with Career Bridge to prepare for them. Finally, we will discuss why technology companies are using these interviews for their hiring process, and why I believe training for these interviews is important for students whether they wish to apply for jobs and work in the industry. While there will be some technical elements, most of this talk should be accessible to audience outside of computer science.  

Sheila McManus and Aaron Stout 

Type: Workshop 

Location: SA7212 

Abstract: Do you teach first-year courses? We are starting a research project studying first-year courses at U of L, and we’d like to hear about your experiences and recommendations for what could be improved. Come share your expertise and insight with other folks who teach the most important courses on campus! 

Michael Madore 

Type: Presentation 

Location: SA7230 

Abstract: I completed a three-week course from Course Hero in the fall of 2024 on best practices for integrating AI into post-secondary course programs. Since then, I have incorporated these strategies into my Fall 2024 and Spring 2025 course programming. In this presentation, I will share real-world examples of how I integrated ChatGPT-4.0, key lessons learned, and practical takeaways for educators. Highlights will include ensuring the ethical use of AI, addressing common challenges, and demonstrating how post-secondary educators can leverage AI as a business tool to enhance course design and student engagement. Attendees will leave with actionable strategies to integrate AI effectively into their courses while maintaining academic integrity and maximizing its potential. 

Richelle Marynowski 

Type: Workshop 

Location: SA8003 

 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. 

Jenny McCune 

Type: Presentation  

Location: SA7202 

Abstract: Ecology is the scientific study of the relationships of organisms to one another and their surroundings. The University of Lethbridge’s second-year core biology course Principles of Ecology is focused on the key theories of Western academic ecology. As the instructor of this course, I also want students to be aware that Western academic ecology is just one way in which we humans try to understand how nature works. One of the learning objectives for the course is that students appreciate this, and are aware of the Traditional Ecological Knowledge (TEK) gained and used by Indigenous peoples. In this talk I will describe the strategy I have used to meet this learning objective. Each year, I dedicate two class sessions to TEK. I use a set of videos, assigned readings, and a guest lecture to show students examples of TEK, and how TEK and Western academic ecology can complement each other. Feedback from students suggests that many of them appreciate and enjoy this aspect of the course. I hope to explore the potential for developing a field course that would effectively combine Traditional Ecological Knowledge with Western academic ecology.  

Toupey Luft 

Type: Workshop 

Location: SA7212 

Abstract: As university educators, we are deeply passionate about teaching and mentoring students. The most rewarding aspects of our work include witnessing student growth and sharing knowledge with the next generation (Watson & Richardson, 2020). However, systemic pressures—such as financial cutbacks, larger class sizes, and increased emotional labor—have significantly heightened workplace stress over the past decade. This strain places university educators at risk for burnout, compassion fatigue (Moraites, 2013), and a reduced sense of professional fulfillment, known as compassion satisfaction (Larsen & Stamm, 2008).  

Recent studies in the UK suggest that university educators experience emotional exhaustion at levels comparable to healthcare workers, social workers, and lawyers. Factors such as extended working hours, growing emotional demands, and the lasting effects of the pandemic contribute to this reality (Psychology Today, 2023).  

This workshop will explore how these systemic pressures shape individual stress responses, including burnout and compassion fatigue. We will also discuss practical strategies for navigating these challenges, even when they feel beyond our control. I will introduce the “R.E.S.T.” framework, which offers a structured approach to resilience:  

Through discussion and reflection, participants will gain tools to manage stress, cultivate empathy, and practice self-compassion while navigating increasing demands in higher education.  

Deanna Oye 

Type: Presentation with Active Participation Components 

Location: SA7230 

Abstract: One of the most common experiences of student of Music Performance is the feeling of dread and anxiety before and during a performance. For many, the fear of being judged by an audience, of making a mistake, and/or of not performing up to a certain standard (often set to unrealistic heights) is highly distressing or, in some cases, paralyzing. There are many techniques, exercises, and lifestyle changes that can be used to deal with performance anxiety, whether this is on the concert stage or in front of a classroom. This participatory session will look at a guided pre-performance journey that has helped many of my students to focus their energy, starting with awareness of themselves and their environment, then awakening each of the senses in turn and in combination. By attuning the physical and mental, the technical and the creative, and the performer and the music are better able to come together in the moment.