Name: Kimberly Blain

Undergraduate or Graduate Student: Graduate Student

Department Affiliation: Educational Psychology and Special Education

Supervisor: Dr. Pei-Ying Lin

Title: Teachers View of Training Module for Accommodations of Students with Intellectual Disabilities Learning Life Skills in an Online Environment: A Case Study Approach

Abstract: Life skills training is critical to the long-term success and independence of students with intellectual disabilities (Bouck, 2010). Therefore, it is crucial that teachers have the knowledge that enables them to choose and use appropriate accommodations for these students. The purpose of this study is to trial a training module for students with intellectual disabilities learning life skills in an online learning environment. The efficacy of the training module will be evaluated. This will provide insight on how to create a more effective training module. Additionally, it will provide teachers with adequate training to make appropriate accommodation decisions.

Mode of Presentation: Infographic

Name: Katryne Dubeau

Undergraduate or Graduate Student: Graduate Student

Department Affiliation: Curriculum Studies

Title and an Abstract:

We have explored Martin Gardner’s famous Two-Child Problem to demonstrate how a well-known mathematical problem can be reframed to represent a more modern understanding of gender identity; where non-binary, man, and woman are used to represent a person’s gender identity. In the first adaptation, we used a theoretical context where all three gender identities are equally represented and assumed, as was the case in the past. In the second rendition, we utilized population statistics taken from the 2021 Statistics Canada Census to allow the question to be more relevant and applicable to math classes in Canada and beyond.

Mode of Presentation:  Infographic

Name: Lecia Ellis

Undergraduate or Graduate Student: Graduate Student

Department Affiliation: Department of Educational Administration

Title and an Abstract:

Industry-University Partnerships as A Pathway To International Graduate Students’ Gaining Canadian “Work” Experience: A Case Study At The University Of Saskatchewan

An aging population and extremely low birth rates complicate Canada’s ability to address current and future skilled labor shortages. As a consequence immigration and the recruitment and retention of international students are increasingly seen as solutions to labor-force management in strategic sectors (StatsCan, 2020a). As international students are “an essential part of the equation for meeting Canada’s labor force…”  (Languages Canada (n.d) (para. 2) post-secondary institutions are increasingly forging partnerships with industry and the public sector, often in the form of internships, to create active and experiential learning curricula and knowledge transfer in the “real world” (Templeton et al, 2012). These innovative programs also enable international students to gain much needed Canadian work experience, mentorship and professional networking opportunities to support employment post-graduation.

Using a case study approach and mixed methods, the study interrogated the experiences of international students involved in graduate level internships and industry partners at one Western Canadian university through personal interviews, focus groups and surveys (N=100). The main goal of the inquiry was to determine the efficacy of these initiatives in meeting the needs of international students and industry partners at the case institution. The study is informed by the following research questions: What are the experiences of international students in selected graduate internship programs at the case institution? What challenges and opportunities do such programs provide for both students and industry partners? How might these programs be revised to enhance the experience of stakeholders, including? “increasing employment opportunities for students” (Prigge, 2005, p 222).

Name: Sandra Hall

Undergraduate or Graduate Student: Graduate Student

Department Affiliation: Cross-Departmental

Title and an Abstract:

Cross-curricular integration is an effective way to enhance student understanding and create real-life connections. Research has shown that the math-music connection increases students’ conceptual knowledge, spatial-temporal reasoning and improves motivation. Through the lens of the cognitive-affective model of conceptual change, we will identify reasons non-musical teachers struggle to integrate math and music and offer an approach that addresses this disconnect. We argue that the expectation for non-musical mathematics teachers to integrate music into their lessons is discouraging and ineffective due to their lack of musical literacy.

Mode of Presentation:  Infographic

1. Name(s): Rachel Heney
2. Undergraduate or Graduate Student: Graduate Student
3. Department Affiliation: Educational Foundations
4. Abstract:

My thesis aimed to explore the lived experiences of Autistic people, as articulated in online blogs written by Autistic authors. This study was motivated by my lived experiences as an Autistic person and included an exploration of my experiences as points of reference and comparison for those expressed by the Autistic bloggers included in this study. Autistic people have used the internet as a location to reclaim their voices and create counternarratives to the negative paradigms around autism. I defined my use of “Voice” in the body of the thesis.  As part of my goal to explore counternarratives created by Autistic bloggers, I studied the ways Autistic people experienced intersections of marginalized identities and dehumanization. Additionally, I looked at how they pushed back against dehumanizing narratives. Non-Autistic voices in society predominate, including researchers, doctors, and parents. To promote Autistic narratives, one must look for their representatives where they organically thrive. The internet is one of these locations. For this study, I used a curated resource list created by an Autistic blogger of blog sites created by Autistic people. Using this resource, I constructed a narrowed list of Autistic bloggers who identified as having intersectional and marginalized identities. These identities included being raised as a girl, disabilities other than autism, 2SLGBTQIA+ identities, poverty, and race.

In The Posthuman, Braidotti (2013) told us that the classical ideal of ‘Man’ was the measure of all things (Braidotti, 2013). Braidotti (2013) said that this ideal subject was equated with consciousness, universal rationality, and self-regulating behaviour, whereas those deemed as “Other” were equated with inferiority. Those branded as Others are viewed as the negative counterpart of the conscious, universally rational, and self-regulating ethical subject. Their humanity is reduced through othering. Braidotti (2013) said “Anti-Humanism,” which rejected the restrictive notion of what counted as human, was a vital step in how we arrived at the idea of the “Post-Human.”

Name: Delia Harper

Graduate student: Doctor of Philosophy student candidate

Department Affiliation: Educational Administration

Title and Abstract:

Cree immersion to English- speaking language transition classroom

Cree immersion schools are part of revitalization efforts to decolonize education for Indigenous people in Canada.  There are a variety of reasons a Cree immersion school curriculum is expired at a certain grade level.  If this is case, immersion students must transfer to an English- speaking school.  The traditional and language teachings are replaced with provincial curriculum outcomes.  This study discusses the revitalizing expenditures of the study to develop a culturally traditional academic language program for transitioning Cree immersion students in a community's educational system.  The researcher will use a constructivist approach, by means of an ethnographic community- based participation approach, intermingled with Indigenous Research paradigm qualities of Protocol research, relational approach, appreciative inquiry.  The researcher will implement unstructured interviews, observations, self-reflective journal writing and analytical memos. 

Mode of Presentation: Digital Poster

Name: Kaneta Eya Lam Lam

Graduate student: Graduate Student

Department Affiliation: Educational Foundations

Title and Abstract:

Introduction

The insight and worldview of indigenous people are closely related to mother earth. The non-human-centric axiological philosophy of indigenous people makes them believe that all objects of the environment are sacred and have energy. For indigenous people, the environment is as important as themselves and their offspring. They appreciate the nature around them very often.

However as climate change is a burning issue throughout the world, Indigenous people are also affected by the consequence of the situation. Furthermore, Indigenous communities are few of the most vulnerable communities. As a consequence, many animals and sentient beings which are the source of food and living to them are at risk of extinction. Not only lifestyles of indigenous peoples are being interrupted, but also their culture, philosophy, and worldview are influenced by the situation of climate change.

Philosophy, Epistemology, and Insight of Indigenous people

Indigenous worldview is highly dissimilar to western philosophy. It is not always based on substantial and empirical evidence. The philosophy emphasizes the belief system. According to Aboriginal belief, life is made out of energy. Everything is alive, filled with spirit, and constantly in motion. Interrelationships between all beings are required in the world of energy and spirit, and space is a more significant reference than time. (Little Bear, 2000; cited in Kovach, 2021p-63). Therefore, they believe in spiritual nourishment unlike western thought which is based on profit.

The contrast between Indigenous worldview to Western philosophy & Effect on the environment

Where western philosophy is based on discovery, rationalism, empiricism, and positivist methodology, Indigenous philosophy depends on a constructivist standpoint. This view depicts that truth is pluralized and constructed. Truth is born from the crisscrossing of objects and subjects. Sometimes, truth is invisible. The pragmatism philosophy of westerners is one of the driving forces of consumerism and industrialism factors. That practicees made their life only based on profit, power, infrastructural development, and imperialism. This thought is one of the reasons for the destruction of the environment. This is happening from the colonial era to till now.

The lifestyle of westerners is even practiced now worldwide. As a consequence,  Our mother nature is suffering for it. Several sentient beings got disappeared from nature and many are at risk of elimination forever. Even westerners are cursing themselves when the change and destruction of the environment are visible in front of them.

Research Objective

1. Exploring Indigenous perspective and epistemology on climate change.

Research Question

1. 1. What are the effects of climate change on indigenous people.
2. How indigenous practices can help to acquire resilience on climate change.

Research Methodology

The research will follow “case study” type which will be mostly qualitative research.

Sampling

Purposive sampling will be used to collect data

Research Tool

• Observation
• In depth Interview
• Key Informant Interview

Data Analysis

Data will be analyzed through Thematic Analysis.

Name: Susan Stabbler

Undergraduate or Graduate Student: Graduate student

Department Affiliation: Education Technology & Design

Title and an Abstract:

Planting Seeds for STEM: A Distance Education Course on Integrated Indigenous STEM

This presentation showcases a course design to give pre-service teachers, the pedagogical and methodological understanding and strategy to teach Integrated Indigenous S.T.E.M (Science, Technology, Engineering and Math). STEM education must include Indigenous Ways of Knowing alongside Western methodologies. This project ties the elements - Fire, Air, Water, Earth - to STEM, making connections that are element-to-element, element-to-world, and element-to-self in relationship with the natural world. Learning goals include connections to curriculum, experiential land-based learning, storytelling, and student engagement of STEM supporting the UN Sustainable Development Goals (SDG’s).

Mode of Presentation:  Infographic