April 6, 2024


Saturday April 6, 2024

10:00 AM – 1:00 PM

Quance Theatre, College of Education

The Celebration of Research, Scholarly, and Artistic Work provides a valuable opportunity to showcase the rich and diverse contributions of graduate and undergraduate students in the College of Education. Sessions will include student presentations followed by a panel discussion. There will be a refreshment break with light food options. You have a chance to win prizes for outstanding presentations.

Call for Proposals

Call for proposals:

  • We invite all graduate students, and students enrolled in EADM 411, ECUR 411, EPSE 411 and EFDT 411, to submit a research or scholarly presentation.
  • Students will deliver a three-minute oral presentation either in-person or via Zoom.

What will you present?

  • Proposals could be based on any research work, completed or in-progress in the College of Education. Please do not hesitate to reach out at sanjukta.choudhury@usask.ca, if you have any questions.

What steps to follow if you are interested?

  • Please discuss presentation possibilities with your instructor, supervisor, or Graduate Chair and submit the form with your proposal information via e-mail to sanjukta.choudhury@usask.ca. All proposals should be received no later than March 25, 2024.
  • Once approved, you will receive a confirmation email. If presenting virtually, email your presentation to sanjukta.choudhury@usask.ca for assistance with uploading etc., if needed. Presentations can be in the form of a digital poster, video, infographic, or other creative visual representations. Feel free to use the USask templates available in the Marketing and Communications channel in PAWS. Please note, you will not need to print a poster.

Presentation Day Details:

  • You will provide a short three-minute presentation via Zoom or in-person to a group of peers and faculty on the morning of April 6, 2024.
  • Each student will have 3 minutes for the presentation, and up to 10 minutes including questions and answers. Three-minute presentations such as the three minute thesis are quite common and here you can find some example videos.


School Principals Competencies and their Influence on Student Achievement in Schools Districts in the Province of Saskatchewan: A Phenomenological Approach

School principals have the responsibility of passing on the mission, vision, and values inside and outside of their schools, in a comprehensible manner to ensure the well-being and success of all students (Lambert & Bouchamma, 2019).  This study wants to explore the actual experiences of principals in some school districts in the Province of Saskatchewan regarding the competencies they employ to ensure their students' success through a phenomenological lens. A sample of 20 principals will be interviewed and analyzed.

Implementing Fair, Valid, and Culturally Responsive Accommodations

Students with learning disabilities are a heterogeneous group, and therefore, implementing accommodations can be a challenging task. Key stakeholders, including teachers and school psychologists, need to utilize fair, valid, and culturally responsive accommodations for students with special needs needing accommodations. This research project features a case study involving an indigenous twelve-year-old student with learning disabilities. This case study will be used to design a teacher training module for educators. The goal of this training module is to help educators feel better equipped with skills to select and incorporate fair, valid and culturally responsive accommodations in their inclusive classrooms.

Prohibit, Punish, or Protect: Exploring Relationships Between School Division Policies and Anti-Racist Practice

This presentation is based on an ongoing doctoral research project examining how teachers’ understandings of school policies interact in ways that impact anti-racist practice in Saskatchewan K-12 public schools. It includes findings from a pilot research project that utilized critical race theory and critical policy analysis to examine the policy documents of three Canadian Prairie public school divisions, urban and rural. Findings indicate that race-neutral and ahistorical school policies can be used to maintain White dominance. However, findings also indicate that school division policy review processes, procedures,
and policy interpretation can be used strategically to work towards racial justice.

Queer Social Justice in the Mathematics Classroom

Incorporating 2SLGBTQ+ perspectives into math education fosters inclusivity amidst global anti-queer legislation. By integrating these perspectives, educators create supportive environments for all students, promoting critical pedagogy and equity in learning. Mathematics serves as a tool to empower and dismantle biases, contributing to a more inclusive society. My research aims to develop classroom environments where queer social justice issues are central, deconstructing traditional notions of mathematics and promoting understanding. Through this approach, educators can seek to foster empathy, promote social justice, and empower students to engage critically with the world, creating a curriculum and society that reflect and celebrate diversity.

Impact of Interprofessional education on collaborative practice in healthcare for internationally educated health professionals

This research investigates the impact of interprofessional education (IPE) on collaborative practice among internationally educated health professionals (IEHPs) in Canada, focusing on physicians and nurses. Drawing from existing literature and frameworks such as Canada's National Interprofessional Competency Framework (NICF), the study examines how IPE influences the integration, collaborative practices, and overall effectiveness of IEHPs within the Canadian healthcare system. Additionally, it identifies challenges faced by IEHPs, including credential recognition, language proficiency, cultural adaptation, and understanding of the Canadian healthcare system. Through a comprehensive review, the research aims to provide insights into the role of IPE in facilitating collaborative practice for IEHPs and propose recommendations for enhancing IPE programs tailored to their unique needs. This study contributes to the discourse on interprofessional education and collaborative practice in healthcare, particularly for internationally educated health professionals.

Preparing for the demands of tomorrow: Using AI to improve grade 12 academic writing

Preparing students for the ardours of post-secondary academic writing is an important aspect of secondary literacy education. With the emergence of generative AI, the teaching of writing needs to adapt to include AI literacy instruction so that students can become responsible, adept, and technologically savvy users of AI who are able to effectively utilize technology to bolster -- rather than execute -- their written work. This presentation will discuss the integration of AI literacy into academic writing instruction and show examples of instructional materials that can be used to this end. 

Contribution of Traditional Land Based Knowledge of Cumberland House to Ensure Water Security, Food Security and Ecological Justice.

The insight and worldview of Indigenous people are closely related to nature around them. The non-human-centric axiological philosophy of indigenous people makes them believe that all objects of the environment are sacred and have energy (Kovach, 2021). Located in the Saskatchewan River Delta, the Cumberland House Village is the oldest community in western Canada. The current water crises within the Cumberland House highlight the environmental issues that have been affecting the Saskatchewan River Delta for many generations. Studies show hydropower dams have the potential to alter the hydrology of deltas (Abu, 2017). This scholar further observes that from the 1960s the operation of three large upstream dams E. B. Campbell Dam, The Gardiner Dam and The Nipawin Hydro Dam have affected the delta and its natural functions (Abu, 2017). These changes have had devastating impacts on several communities downstream including Cumberland House (Abu, 2017). Some of these impacts are highlighted by unpredictable water levels, reduced access to harvesting sites, the destruction of livelihoods, and recently, reduced access to safe drinking water (Dorion & Paquin, 2013).

Community-Based Participatory Research (CBPR) is an orientation to research that alters researcher-community relationships. CBPR emphasizes collaboration and engagement with the community throughout the research process, aligning with the goals of understanding Traditional Ecological Knowledge (TEK) and water security in Cumberland House.

Reconciliation Between Newcomers and Indigenous People Through K-12 Schools

This study will explore K-12 school leaders’ role in advancing reconciliation through schools. It will touch on the misconceptions and stereotypes among newcomer and Indigenous communities of Canada in Saskatoon. Moreover, it will identify opportunities for schools to work with newcomers to advance their role in reconciliation. It will also explore the non-Indigenous educators’ reluctance to incorporate Indigenous content in instruction that results from inaccessibility of Indigenous teaching resources and non-Indigenous educators’ lack of awareness of Indigenous cultures. In a nutshell, it will address Truth and Reconciliation Commission of Canada’s Calls to Action and Saskatchewan Provincial Education Plan 2023.

A Case Study On The Lived Reality Of Senior Indigenous Faculty Following The Truth And Reconciliation’s Calls To Action

It is probably one of the most critical research questions amidst the changing political landscape that speaks to the country’s response to the Truth and Reconciliation’s Calls to Action. There are growing concerns about urbanization and the number of homeless, crime and other social pathologies that are evolving every day. All of these issues have their roots in the Indian Residential School and the intergenerational impact that has on the survivors and their families, coupled with systems that are ill-equipped to deal with them.

Joining Halfway Through: Transition Experience from Secondary to Post-secondary Education among Immigrant/Newcomer Youths in Canada


The transition from secondary to post-secondary education typically marks an important phase in the life of youths and young adults. While the concept of transition in this context has been well researched, not much has been said about transition as it relates to newcomer youths who were enrolled in a Canadian secondary school for three years or less before completing their secondary education. This study utilizes qualitative interviews to investigate the transition experience from secondary to post-secondary education among newcomer youths who had to join the Canadian school system halfway through their secondary education. 

School leaders’ management practices and their influence on parental engagement in teaching and learning.

Education is a shared responsibility and all stakeholders need to understand and appreciate what is being done and what is required of them to make meaningful contributions to the process. Because the Competency-Based Curriculum shifted its focus from teaching-centric to collaborative-centered, parents are important stakeholders for its successful implementation (Njeru, & Kirimi, 2023). However, for parents to be engaged in learning of their children, effective school leaders’ management practices are necessary. School leaders have a role to play in supporting the parents to get actively involved in the schools and support teaching and learning. They  fulfil this role by fostering positive learning environment, communicating effectively, supporting collaborative efforts, and resolving conflicts when they occur. This study seeks to understand these management practices and how they influence parental involvement.

Experiences of Transgender and Non-Binary Faculty in Post-Secondary Education

Many post-secondary education (PSE) institutions around the world have identified equity, diversity, and inclusion – including gender equity – as key strategic priorities and values. Research that focuses on gender in PSE thus far has focused primarily on the experiences of women and has not considered experiences beyond the gender binary. The literature review and proposed research seek to understand the experiences of transgender and non-binary faculty in PSE. Particularly, what are the systemic issues that these faculty face? What changes must occur in the organization for them to thrive?

Outdoor Free Play: Considering Canadian Parents’ Attitudes

The purpose of this study was to explore Canadian parents’ attitudes toward free outdoor play and how variations in the structure of families and social relationships may influence the extent to which parents allow or restrict their children’s outdoor free play. Six hundred and nine (609) Canadian parents complete the Parental Attitudes Towards Their Child's Recreation (PACOR) scale (McFarland et al., 2011, 2014) to explore attitudes towards outdoor free play, alongside rating their observed community cohesion. Parents of single children reported the lowest comfort level ratings, and parents who had more children reported more positive attitudes towards allowing their children outdoor free play opportunities. These findings can help to improve our limited understanding of Canadian parents’ attitudes toward free outdoor play.

Exploring Post-Secondary Autistic Young Adults’ Perceptions and Experiences of Coresidence with their Parents


What are autistic young adults’ perceptions of, and experiences navigating, their university programs as part of attaining or affirming their adulthood while living with their parents? If universities hope to support all students, examining how coresidence shapes autistic students’ perceptions and experiences of post-secondary education, including their sense of adulthood, is crucial toward illuminating the post-secondary challenges they and others may face. This research expands our understanding of emerging adulthood as well as how universities can better support all students, particularly those on the autism spectrum.

Fostering the Academic Transition of International Students who are Ethnoculturally and Linguistically Diverse in Postsecondary Education

The need for more services and support for international students' academic transition is evident as their population continues to increase in postsecondary institutions. There is also a need for faculty to have a deeper understanding of how international students transition academically and how they can use the knowledge to guide academic support development. This phenomenological study examined the personal experiences of international students who are ethnoculturally and linguistically diverse (ECLD) with academic transition to postsecondary education.

During the event, the College of Education adjudicators judged the presentations using a rubric that highlighted aspects of a research presentation. Each of the winners were awarded $250. Below is a list of this year's winners.

  • Anita Atakere
  • Chelsea Davis
  • Vicky Parohl
  • Kacia Whilby

Panel Discussion

We're planning a one-hour panel discussion. Each speaker will have 20 minutes for both speaking and Q&A to ensure a fair engagement. Dr. Vicki Squires will be moderating the panel. Below is an outline of the topics and speakers for the discussion:

Panel with Dr. Maha Kumaranan about plagiarism issues for graduate students

Panel with Dr. Nick Reymond, Human Research Ethics Specialist (Behavioural) Research Ethics and Infrastructure regarding behavioral ethics application:

  • General overview
  • Common pitfalls and tips for success

Panel with Dr. Susan Bens, Academic Integrity Strategist, Office of Teaching and Learning, USask on a discussion on the convergence of academic integrity and AI

  • Overview on if and how to use GenAI tools in education and research
  • Benefits and common challenges resources for students

Dr. Maha Kumaranan is the liaison for the College of Education, University of Saskatchewan. She is also an Assistant Dean (Collections and Discovery - January 2024) of the Library.

Maha has been in libraries since 1995 and a librarian since 2005 working at various libraries across Canada. She came to the University of Saskatchewan Library in 2010 as a Health Sciences Librarian. As part of her liaison role, Maha provides instruction and assistance on various library resources and research to students and faculty. Maha and her colleague DeDe Dawson were instrumental in creating the Predatory Publishers subject guide which raised further awareness of this issue all across campus.

Maha is currently working on a co-edited book on library leadership and is also keen on citation justice projects.

Dr. Nick Reymond has served as the Behavioural Research Ethics Specialist at the University of Saskatchewan since early 2018. Previous to that he was the Research Ethics Team Lead at the University of Auckland.
Dr. Susan Bens has worked in students affairs and teaching and learning for over 25 years and holds a PhD in Educational Administration from USask. Susan currently is leading a two year project to advance academic integrity strategies and improve academic misconduct responses at USask and, in that process, has been learning about the uses of and considerations related to GenAI.