Concurrent Scholarship Sharing Session Two

Concurrent Scholarship Sharing Session #2

12:40 to 1:55 PM

First presentation in each breakout room: 12:40 to 12:55 PM

Second presentation in each breakout room: 12:55 to 1:10 PM

Third presentation in each breakout room: 1:10 to 1:25 PM

Q&A and discussion in each breakout room: 1:25: to 1:55 PM  

• Anibeth Desierto, Gina Surin, & Carmela De Maio, Curtin University, AUSTRALIA: Student-Centred and Scaffolded Online Teaching
• Pam Millett, York University, CANADA: The Use of Automated Speech-to-Text Captioning to Support Linguistically Diverse Students and Students who are Deaf or Hard of Hearing

• E.D. Woodford, University of Lethbridge, CANADA: Choose Your Own Learning Adventure: Promoting Academic Integrity by Designing Choice in Learning Opportunities for Online Courses
• Linyuan Guo-Brennan, Julie Massey & Wesley Wilkinson, University of Prince Edward Island, CANADA: Empowering International Students as Global Citizens:  Promising Praxis for Virtual Global Learning and Engagement
• Peng (Jane) Wang, University of Ottawa, CANADA: On the Role of Machine Learning in a Human Learning Process

• Zbigniew J. Pasek & Nobuko Fujita, University of Windsor, CANADA: Games, Planes and Other Useful "Sitractions."
• Shamiga Shamy Arumuhathas, Chenzi Feng Zhao & Goli Rezai-Rashti, Western University, CANADA: The Real Pandemic: Institutional Neglect
• Jasvir Kaur Nachatar Singh, La Trobe University, AUSTRALIA: Best Practices of Teaching and Engaging International Students in Online Learning: Australian Perspective

• Anna Rzepecka- Karwowska, University of Windsor, CANADA: Literacy Gatekeepers in Ontario Educational System
• Matthew Devlin, Ontario Tech University, CANADA: Best Practices for Virtual, Multi-Leveled, Asynchronous EAP Classrooms
• Soroush Sabbaghan, University of Calgary, CANADA: Teaching as Coevolving: An Approach to Online Course Design

• Sheri Henderson, King’s University College, CANADA: Visible Thinking: Making Feedback Routines Visible Through Rubrics, Recordings and Reflective Practice
• Wang, Zhengxiang; Li, Zhi; Anderson, Tim; Makarova, Veronika; University of Saskatchewan, CANADA: Developing an Online Academic Writing Tutorial for Non-Native English Speaking International Graduate Students in Diverse Programs of Studies
• Gordon Moulden, Trinity Western University, CANADA: A Report on Findings from an Investigation Into the Effects of COVID-Related School Policies on the Teaching and Learning of English as a Second or Foreign Language

• Adam McGregor, Wendy Whitehead & Christina Decarie, St. Lawrence College, CANADA: Well, How Did They Do? An Examination of International Student Grade Data From the 2020-2021 Academic Year
• Nesreen Elkord, University of Windsor, CANADA: Making the Learning of International Students Meaningful in Open and Online Learning Environments
• Francesca Boschetti, Memorial University of Newfoundland, CANADA: COVID-19, ESL Programs, and Student Feedback: What We Did, What We Learnt, and What We Recommend

• Xiaofei Xu, Xibei Zhu & George Zhou, University of Windsor, CANADA: Social and Emotional Learning Difficulties of Refugee High School Students in an Online After-school Tutoring Program
• Eliana Elkhoury & Natasha May, York University, CANADA: The 5 Day Challenge: A New Approach to International Teaching Assistants (TAs) Teaching Development
• Frances Hina Goldsmith, St. Cloud State University, USA: Online Writing Center Strategies

• Peiyu Wang, Queen’s University, CANADA: Supporting the Language Development of International Students in an Online Higher Education Context
• Andreea Cervatiuc, University of British Colombia, CANADA: Factors That Contribute to High Student Engagement in Asynchronous Courses
• Nadine S. Bekkouche & Saul Carliner, Concordia University, CANADA: Negotiating Differences in Academic Preparedness Among Transnational Students in Higher Education