A Changing Landscape for Learning Outcomes

October 27 & 28, 2022

Chelsea Hotel, Toronto, ON

The Program Planning Committee is pleased to announce that registration is open for the 2022 Learning Outcomes Symposium: A Changing Landscape for Learning Outcomes, to be held at the Chelsea Hotel in Toronto, Ontario on Thursday, October 27 (afternoon only) & Friday, October 28, 2022 (all day). The Symposium will follow a hybrid model on Day One, with three specially curated plenary panels. Attendees will have the option of attending these sessions in-person or online, via live-stream. Day Two of the event is in-person only, and will follow a traditional format, with concurrent workshops throughout the day. Please note that we are unable to offer live-streaming for any concurrent workshop or presentations on Day Two.

Registration

Registration for the Symposium is now open! Visit the 2022 Learning Outcomes Symposium Registration Site for information on prices and to register. Registration for in-person attendance is very limited! 

Registration deadline: October 20, 2022.

Symposium Theme: A Changing Landscape for Learning Outcomes

This year’s symposium will feature the overarching theme “A Changing Landscape for Learning Outcomes,” and several of the plenary panel sessions will focus on rethinking the development and assessment of learning outcomes in the context of de-colonization, anti-racism, and Equity, Diversity, and Inclusion policies, amongst other topics. This will be an opportunity for faculty, deans, senior administrators, and staff of teaching and learning centres from across higher education to share their expertise and experiences.

Symposium Schedule at a Glance

Day 1: Thursday, October 27, 2022, 1:15 pm – 5:50 pm

Three plenary panel discussions: In-person* at the Chelsea Hotel, Toronto and virtual through live-streaming, with online and in-person participation options.

Plenary Panel 1: Discomfort and Processes for Change: Connecting Equity, Diversity and Inclusion with Learning Outcomes

Description of Session: Drawing on experiences from academic leaders at Carleton University, George Brown College, Georgian College, the University of Ottawa, and the University of Toronto Scarborough, this session will consider approaches and learnings that have contributed to structural change and the creation of spaces of belonging in higher education.

Panelists:

• Noël A. J. Badiou, Assistant Vice-President, Equity and Inclusive Communities, Carleton University
• Kahente Horn Miller (Kanien:kahe’ka / Mohawk) Associate Professor in the School of Indigenous and Canadian Studies and Assistant Vice President, Indigenous Teaching, Learning, and Research, Carleton University
• Katherine Larson, Professor, English and Vice-Dean Teaching, Learning and Undergraduate Programs, University of Toronto, Scarborough
• Jennifer Shelswell, Early Childhood Education Professor, Georgian College

Plenary Panel 2: Teaching and Learning in a Time of Uncertainty – Challenging ‘the New Normal’

Description of Session: In this interactive panel, four educators from different post-secondary contexts will explore what we’ve learned through continuing to support learners and colleagues throughout the pandemic. With ongoing audience engagement, we hope to explore what barriers to learning existed for our learners pre-COVID, how the pandemic helped to disrupt these, what barriers persist as we imagine the ‘new normal’ within our institutions and how structures like learning outcomes can support transformative pedagogy in uncertain contexts.

Panelists: 

• Tina Doyle, Director, AccessAbility Services, University of Toronto, Scarborough
• Jessica Paterson, Curriculum Specialist and Program Reviewer, George Brown College
• Matt Rempel, Director, Career Integrated Learning, Sheridan Collage
• Bonnie Stewart, Associate Professor, Online Pedagogy and Workplace Learning, University of Windsor

Plenary Panel 3: Decolonizing Learning Outcomes: Restoring Indigenous Pedagogy

Description of Session: Educators from OCAD U, Confederation College, and Kenjgewinteg will draw on their experiences to explore the role of Indigenous learning outcomes in decolonizing pedagogy in post-secondary contexts. Panelists will discuss the process of developing Indigenous learning outcomes, their potential as a catalyst for system-wide change, and some of the challenges inherent in bringing Indigenous Knowledges in the form of learning outcomes to transform learning in the postsecondary environment.

Panelists: 

• Susan Blight (Anishnaabe, Couchiching First Nation) Chair, Indigenous Visual Culture, OCAD University
• Peter Morin, Graduate Program Director, Interdisciplinary Master’s in Art, Media and Design, OCAD University
• Rhonda Paulsen, Anishnaabek Curriculum Specialist, Kengewin Teg
• Brenda Small, VIce-President, Negahneewin Research Centre, Confederation College

Day 2: Friday, October 28, all day

Concurrent workshop sessions: In-person at the Chelsea Hotel, Toronto. Day two will not be offered in a hybrid format.

Day 2 Program available here.

Session Themes

Sessions at this year’s Symposium will address some of the following themes:

1. The integration of Equity, Diversity, and Inclusion principles and/or policies with the development and assessment of learning outcomes (EDI track)
2. The integration of and/or basis of Indigenous Knowledges into the development and assessment of learning outcomes and/or experiential learning opportunities; Reconciliation and learning outcomes; de-colonial approaches to the development and assessment of learning outcomes.
3. Enduring lessons from the pandemic: Adaptations to processes / practices around the development and assessment of learning outcomes that should be or have been adopted post-pandemic. This theme could also include discussions around adaptations to the development and assessment of learning outcomes for work-integrated learning.
4. The landscape of credentialing and rethinking innovative programming (micro-credentials; open badging; certificates; laddering; competency-based education programs; co-curricular activities; work integrated learning; etc.)
5. Working with industry and community partners to develop and assess learning outcomes for work-integrated learning.

Contact Us with Questions

Jennifer Bethune

Ontario Universities Council on Quality Assurance

[email protected]