. Indique le sous-titrage et l’interprétation en langue des signes (ASL / LSQ) en temps réel dans la langue de la séance, et l’interprétation simultanée vers l’anglais ou le français.
10h - 10h45 HNE
B Braindate est commandité par :
Braindate est une plateforme qui a pour but de vous aider à trouver et à entamer des discussions avec d’autres personnes. Participez à des conversations en tête-à-tête ou en petits groupes pour personnaliser l’expérience que vous tirerez de la conférence.
Yoga est commandité par :
Débutez la journée du bon pied. Rejoignez-nous chaque matin pour du yoga.
11h - 12h HNE
. Assemblée générale annuelle du BCEI
12h - 13h HNE
Nouez des liens avec les participants du congrès et présentez les services et produits de votre entreprise en participant au salon des exposants virtuel.
13h - 13h45 HNE
CBIE’s New Equity, Diversity and Inclusion Professional Learning Community
Professional Learning Communities (PLCs) comprise individuals with similar interests in international education who meet and communicate to enrich their knowledge of the sector by sharing insights, discussing issues, and informing CBIE’s policies and procedures. Join this session to learn more about this new PLC.
21st Century Global Classroom: Fostering Diversity, Creativity, and International Collaboration
Ramona Pringle, Associate Professor, Director of The Creative Innovation Studio, and Faculty Lead of Global Campus Studio
This session will highlight an international collaborative tool through Ryerson FCAD’s Global Campus Studio. Global Campus Studio is a virtual and interactive course which uses a blended-classroom model to allow students from around the world to interact and collaborate on creative projects beyond their geographic boundaries. Students learn valuable skills in creative entrepreneurship, and design thinking, and learn how to deal with challenges of international collaboration.
First launched in Fall 2018, Global Campus Studio is a virtual hub for creative international collaboration and co- creation, offering students the opportunity to collaborate within diverse international teams, using the connective affordances of contemporary digital technologies. Offered as an accredited course at Ryerson University and concurrently at select international academic partners from Dubai, Australia, United Kingdom, Finland, and Germany, students from various disciplines and international backgrounds collaborate on hands-on creative projects, ranging from board games and immersive VR experiences to documentaries and live event coverage. Students who complete the course gain valuable skills in creative development, media entrepreneurship, and design thinking, in addition to the opportunity and experience of dealing with the unique challenges of international collaboration.
This presentation offers an innovative solution for educators to offer an international learning opportunity to students without the need for overseas travel. Online teaching and learning is sustainable and is inclusive of learners who do not necessarily have the resources to access learning abroad. It offers an alternative practice to internationalization at home, which is increasingly explored as a non-traditional way of offering student mobility opportunities, which is affordable, sustainable, and accessible. This presentation will be relevant to program development staff, the staff of education abroad offices, overseas faculty and staff involved in international education, faculty individuals leading abroad programming, and faculty departments interested in investing in virtual international collaboration. This presentation reflects the growing needs and opportunities to diversify the student experience and the potential for innovation in experiential learning, different and evolving models of student mobility, the use of technology and hybrid forms of instruction, new models of cooperation between partners, internationalization at home, and the nascent potential for a shared student experience that bridges people around the world.
Connecting Intercultural Competencies to Student Mobility
Karima Ramji, Associate Director, Co-op & Career Services, University of Victoria
Liz Hong-Farrell, Assistant Director, International Experience Canada, Immigration, Refugees and Citizenship Canada
Join us and gain insights on how students have gained valuable intercultural competencies through the University of Victoria’s partnership with International Education Canada (IEC). Let University of Victoria and IEC show you how you can build strategic partnerships in IEC supported countries to expand your outbound mobility, and how you can enable your students to develop their intercultural competencies.
Canada’s International Education Strategy provides an impetus for educational institutions at all levels to enhance their international education programming. However, COVID-19 has impacted international travel in significant ways, raising the question « Will students be ready to travel abroad again? » As we navigate the COVID-19 crisis and continue to nurture our international partnerships, we will also need to ponder this question of student readiness to travel abroad. The IES will help address the largest barrier for students to travel internationally, namely, cost. One way for students to take on a work experience is through the International Experience Canada (IEC) program, providing the ability for students to obtain work permits for 30+ countries around the world.
A key motivator for students traveling abroad, in addition to the opportunity to live and work in a different country, is the intercultural competencies they can gain. CBIE (2016) reported cultural awareness and understanding, and openness to difference, as among the top education abroad outcomes. In this session, we will provide insights into how the University of Victoria partners with IEC to engage students in work abroad through its Co-operative Education Program. We will showcase how participating students use IEC to obtain work permits for their work terms, and how they develop their intercultural competencies while abroad using UVic’s Intercultural Competency Development Curriculum (McRae and Ramji, 2016). In the concluding part of the session, we will engage the audience in a discussion of how IEC can support them in their work abroad programs, and how they can help students develop key employability skills while abroad.
Global Citizenship Education: Grappling with Tensions in Theory and Practice
Emma Wright, Manager, Global Learning and Engagement
Ryerson International, Ryerson University
Nadia Bello, Director, Dean’s Office and Strategic Initiatives, Faculty of Community Services, Ryerson University
We are in a foundational moment that requires the centring of Global Citizenship Education (GCE) and decolonial frameworks within global education. This session will include an introduction to GCE from the perspective of the Gesturing Towards Decolonial Futures Collective, a case study of an international experiential program, and current work at Ryerson to incorporate GCE in multiple domains (course, micro-credential program, etc).
On the one hand, student preparation has never been more essential as awareness and research grows regarding the possible negative ramifications of student travel on host communities/regions and the potential to reinforce colonial attitudes and behaviours. While on the other hand, ensuring that students are able to face a widening array of global crises (from COVID-19 to climate disaster) is paramount to continued life on our planet. This session will share the efforts of practitioners to address these concerns by incorporating critical and anti-colonial approaches to Global Citizenship Education (GCE) in student programming, while also inviting participants to share their experience pursuing similar work.
An introduction of the work of the Gesturing Towards Decolonial Futures (GTDF) Collective will be provided. The presenters will share social cartographies from the collective that map various approaches to GCE, from modern and ‘soft’, to critical and ‘otherwise’, that help demonstrate the various narratives that align with GCE in diverging ways. Then the presenters will introduce the GTDF Collective’s approach to GCE Otherwise by highlighting various themes from the collective’s plan of study: Denial of Violence, Denial of Unsustainability and Denial of Entanglement. Following the introduction to the GCE framework, a case study will be shared based on an experiential learning trip to Kerala, India that takes place yearly with Amrita University’s Live-in-Labs program. The case study will explore some of the tensions and challenges when exploring elements of the framework in practice. Lastly, the presenters will share some of the current work that they are pursuing at Ryerson, including the development of a course and micro-credential program based on the GCE framework presented. The presentation will end with an invitation to enter into reflexive conversation, either through the interactive portion of the allotted presentation, or through ongoing avenues for conversation moving forward.
It Won’t Work Without Them: Helping Faculty Navigate International Student Growth
Janine Knight- Grofe, Manager, International Education, Durham College
Joanne Spicer, Global Learning Facilitator Durham College
International students choose Canada for its high-quality education and faculty members are the front-line of quality. Yet faculty feel tangential to internationalization decisions. As the number of international students entering post-secondary classrooms increase, so does the need to address the potential demands of teaching staff. This interactive session reviews addressing faculty concerns, and presents a framework for proactively engaging faculty through international student growth.
In this session, we use our experience addressing faculty concerns around the growth of international students in their classrooms and suggest ways that institutions can work with their teaching & learning centres and international offices to support crucial faculty engagement. This includes enlisting faculty in discussions around international student growth targets as early as possible, involving faculty in international initiatives that are unrelated to international student recruitment (for example, Faculty-Led Classrooms Abroad), encouraging faculty to lead the interculturalization conversation (for example, through offering Hofstede training), and providing multiple platforms for faculty to raise unpopular and difficult questions, with a commitment to providing truthful responses. This framework seeks to create an authentic partnership between faculty and institutional decisions.
Measuring Internationalization (MI-6) – Making Metrics Matter
Buffy St-Amand, Director, International Relations
Janaka Ruwanpura, Vice Provost (International) University of Calgary
This session will examine the development and implementation of an international metrics (KPIs) framework for Universities and Colleges using the experience of developing KPI’s for Internationalisation at the University of Calgary. Spanning work done over several years, this session will take an in-depth and real-world look at the challenges, strategies and outcomes of the UCalgary international metrics framework while aligning it with the goals of the Internationalization strategy.
The University of Calgary’s internationalization pursuits have created remarkable opportunities for students and faculty to engage in globalized learning, cross-cultural integration, and international research and discovery. All of which contribute to the implementation of the University’s Eyes High strategic vision, and it’s Internationalization Strategy.
Establishing a metrics-driven culture is not for the faint of heart. Operational, structural, and cultural challenges can derail the best of intentions and technology. The challenges to implementing a metrics framework are particularly acute at the post-secondary level, where decentralization, silos, and dotted-line reporting are the new norm. In this kind of environment, how do you make metrics matter?
This session will propose a new framework called MI-6 to measure internationalization using six categories of Diversity, Cross-Cultural Competencies, Partnerships, Global Development, Resources, and Engagement. The session also examines the development and implementation of an international metrics (KPIs) framework at the University of Calgary for the last 3 years which led to propose this new framework. Spanning work done over several years, this session will take an in-depth and real-world look at the challenges, strategies and outcomes of the UCalgary international metrics framework while aligning it with the goals of the Internationalization strategy.
Sur le chemin des rêves
Dr Stanley Vollant, chirurgien et président de Puamun Meshkenu
Innu de Pessamit, Dr Stanley Vollant a grandi aux abords du fleuve Saint-Laurent sur la Côte-Nord. Il obtient, en 1989, son diplôme de docteur en médecine (MD) de l’Université de Montréal. Il complètera sa formation en 1994 avec un diplôme d’études spécialisées en chirurgie générale. Dr Vollant est le tout premier Autochtone à être nommé à la tête d’une association médicale en Amérique du Nord. À la suite d’un voyage sur le chemin de Compostelle, il ressent le besoin d’aller parcourir la route de ses ancêtres en traversant le Québec à la rencontre des différentes communautés autochtones. Plus de 6000 km seront parcourus par Dr Vollant. Plusieurs autres Autochtones se joindront à lui pour inspirer les jeunes à croire en leur potentiel.
Dr Stanley Vollant décide de créer l’organisme Puamun Meshkenu en 2016 afin de poursuivre les objectifs entamés avec Innu Meshkenu. En développant de nombreux projets visant entre autres la persévérance scolaire et les saines habitudes de vie, l’organisme continu d’évoluer en respectant l’approche holistique propre à la culture autochtone.
2h - 2h45 HNE
Espace francophone – la communauté d’apprentissage professionnel du BCEI
Participez à cette session pour en savoir plus sur ce nouveau CAP dédié aux membres francophones du BCEI. Les communautés d’apprentissage professionnel rassemblent les personnes qui s’intéressent aux mêmes choses en éducation internationale pour enrichir leur connaissance du secteur en échangeant des données, en discutant de différents enjeux et en informant les politiques et procédures du BCEI.
2IQ2-Inclusive, Indigenized, Intersectional Intercultural Training for IE Student Leaders
Carolyn Wing, Intercultural Engagement Consultant and Early Childhood, Education Instructor, Langara College »
Erin Smith, Intercultural Engagement Consultant and International Student Coordinator, Langara College Centre for Intercultural Engagement, and International Education Department
Natalie Knight, Indigenous Curriculum Consultant Langara College
International, Indigenous and domestic student employees/volunteers come to their roles with intersecting cultural identities. Serving fellow students requires place-based intercultural skills actionizing the TRC Calls to Action. This experiential session focuses on the process of developing 2IQ2, an inclusive, Indigenized, and intersectional intercultural learning platform, by revealing lessons learned and discussing implementation to activate other institutions to consider similar initiatives.
Creating 2IQ2 is a prime example of Internationalization at Home and an important piece of education for international, Indigenous, and domestic student leaders.snəw̓ eyəɬleləm̓ Langara’sdiversestudentleaders (volunteer and employed) work with and within our diverse college community of domestic, Indigenous, and International students, faculty, and staff in programs across our college sectors. These programs include the Peer- Supported Learning program, International Education Volunteer Program, International Education Student Ambassador program, and The Office for Student Engagement GO Team. While some of the student program leaders are domestic students, there are many international student program leaders who arrive from all around the world and come with many different cultural lenses. While they are most certainly coming from areas of rich local diversity,theymayexperienceanincreasedlevelofcross-culturalandinterculturalidentityinteractionsatsnəw̓ eyəɬ leləm̓ Langara,andinVancouveringeneral;indeed,thisistrueforourdomesticstudentsaswell.Studiesshowthat successful integration of cultures cannot happen without intentional and focused support and guidance. Because we want to be inclusive of students’ different identities to ’empower’ them to lead authentically, we recognized a need for 2IQ2 training for student leaders at the college. The hope is that this training will eventually lead to an academic or co-curricular credential that students could leverage for employment, showing their global citizenry and intercultural adaptability.
In this session, we will discuss the process and lessons learned when developing an inclusive and Indigenized training focused on intercultural development and intersectionality (2IQ2 ). We will highlight the intentional and collegial consultative process that considered how to engage all students to understand the value of these soft intercultural skills in their work, class, and communities. »
Championing Student Connection: Creating Community through Orientation Programs
Theresa Wanninger, International Student Experience Advisor, Camosun College
Cecilia Rose, Global Community Adviser, University of Victoria
Sara Mosher-Mande, Global Community Adviser, University of Victoria
How can you foster connection, student engagement, and a sense of belonging from day one? This session will introduce you to the current International Student Orientation Programming at Camosun College and the University of Victoria. Engage in discussions about how we can intentionally design our programs to better support students in building connections and creating a supportive community on campus at the beginning of their post-secondary journey.
As international students embark on their transition to a new life at university or college in Canada, a key component to making this adaptation successful is providing students with opportunities to engage with their new community and make social connections with peers. In CBIE’s Strategic Plan for 2020-2025, there is a focus on addressing non- academic issues affecting international students to ensure that Canada maintains its reputation as a destination of choice for international students. In order for us to prepare students for positive integration at our institutions, it is crucial that we provide them with opportunities to make connections and build their community as soon as they arrive. Our Orientation Programs have been designed with the intention of allowing space for students to engage and build connections that will not only help them achieve academic success but will also go beyond their learning in the classroom.
In this session, we will examine the challenges faced in creating orientation programming for international students. Camosun College will share recent survey results of their orientation programming and identify main areas for improvement. Camosun will then identify the changes made over the last year as a response to the feedback received from students.
New Essential Competency Profile and the implementation of the new Quality Management Program
Working Together in Support of Improved Outbound Mobility amongst Canadian Students
Monique Comeau, Senior Policy Analyst, International Experience Canada, Immigration, Refugees, and Citizenship Canada, Government of Canada
Xavier Grosmaitre, PhD, HdR, Science and Higher Education Attaché, French Embassy in Canada
Sabrina Gauthier, People Exchange Programme Assistant, Embassy of Japan in Canada, Former Japan Exchange and Teaching Programme (JET) participant
As more Canadian students seek opportunities to study and work abroad, learn about what Canada and foreign governments are doing to support the outbound mobility of domestic students, and hear from young Canadians who have studied and worked abroad and the impact these have had on their personal/academic/professional growth. Finally, engage in a dialogue with presenters on what can be done collectively to ensure students are aware of the accessibility of opportunities to learn abroad.
The benefits of work-integrated learning in preparing young Canadians for the workforce are well-known. Not only do such experiences provide students with opportunities to put into practice what they’ve learned in the classroom, but such experiences are also critical to their transition to a professional. As demonstrated in Canada’s recent launch of the new International Education Strategy, having such experiences internationally are of particular importance in today’s global workforce.
Employers, hiring managers and students alike are well-aware of the advantages of international work experiences. CBIE’s 2016 World of Learning report noted that 86% of students surveyed expressed a desire to learn abroad; moreover, more than 80% of hiring managers feel that graduates with cross-cultural understanding and knowledge of the global marketplace are assets to the competitiveness of their companies (Leger Marketing). Despite this, we know that mobility rates among young Canadians remain relatively low.
In this session, officials from the Government of Canada and from foreign governments will discuss how its youth mobility partnerships allow young Canadians to gain these types of valuable international experiences. Panelists will discuss the successes that have been gained thus far, as well as the challenges that remain; outreach initiatives that have been undertaken to increase awareness of these opportunities amongst Canadians; and mechanisms in place to incentivize students to go abroad for study-related work placements. Audience members will also hear from young Canadians who have gone abroad through the youth mobility partnerships Canada has in place with its partner countries, and learn about how such experiences have impacted their academic, personal, and professional paths. Panelists will also engage with participants on how the youth mobility partnerships can be leveraged by institutions in support of better preparing students for today’s workforce.
3:00 PM-3:45 PM ET
Etudes à l’étranger en contexte africain : perspective décoloniale
Jean-Blaise Samou, Saint-Mary’s University, Halifax, NS.
Plusieurs études montrent que certains des étudiants européens et nord-américains qui participent à des programmes d’étude en Afrique sub-saharienne sont motivés moins par le désir d’interagir avec, et d’apprendre des autres peuples et cultures, mais davantage par les représentations exotiques et stéréotypées que l’on associe souvent au continent africain dans les discours publics en Occident. Cette mauvaise conception ajoutée à la considération du ‘Service Communautaire’ comme tant un appel à contribuer pour l’amélioration des conditions de l’Afrique résulte quelques fois au sentiment de privilège de la part des étudiants étrangers, une attitude qui accroit leur choc culturel lorsqu’ils découvrent que les stéréotypes auxquels ils ont été habitués ne correspondent pas aux réalités africaines, et que l’apprentissage, l’assistance ou encore l’amélioration personnels sont réciproques dans les échanges interculturels. La présente recherche réexamine les concepts de ‘compétence interculturelle’ et de ‘citoyenneté mondiale’ au cœur des études à l’étranger dans un souci de décoloniser les approches actuelles et envisager des pratiques transculturelles égalitaires et productives. Partant des notions de ‘allyship’ (alliance) et de ‘place’ (lieu), l’auteur formule également des hypothèses de recherche et propose des pratiques pédagogiques ainsi que des mesures susceptibles d’en assurer le succès.