麻豆传媒

• Incorporating global perspectives - creating inter-cultural learning and internationalization through curriculum (re)design
• (re)designing curricula implementing Universal Design for Learning and/or Culturally Responsive Pedagogies in mind
• (Re)designing your course to improve student outcomes
• (Re)designing courses or assessment considering the evolving role of artificial intelligence (AI)
• (Re)designing assessments to transform the curricula
• Decolonizing the curricula or Indigenizing the curricula
• Re-designing in-person courses for effective and accessible online/blended/hyflex modalities
• Incorporating game-based design into our courses/programs

• Integrating student voices into curriculum (re)design
• Fostering collaborative curricula designs and embracing its full potential
• Mapping the curricula
• Transforming curricula by making connections across the disciplines
• Exploring the relationship between accrediting bodies鈥� mandates and program (re)design

• Designing new programs to meet students鈥� future career goals and/or employment skills gaps
• Enriching curricula through experiential learning including field-work, research opportunities, entrepreneurship, work-terms, community-based learning, community partnerships, etc.
• How the use/choice/design of learning spaces can transform the curriculum  
• How new disciplinary knowledge, previously dismissed knowledge, and research can transform the curricula
• Building curricula for social justice
• Incorporating creative processes, critical thinking or problem-solving in curricula
• Incorporating diverse concepts of leadership into the curricula throughout students learning
• Exploring the relationship between institutional policies and disciplinary programs

• Transforming the curriculum for equity, diversity and inclusion 鈥� learning from, through and with difference
• Considering curricula from the perspective of student and faculty belonging, health and well-being perspectives
• Applying sustainability for global change
• Uncovering the hidden curriculum and its potential role in transforming learning

The workshop format is designed to provide a forum for collaborative development and discussion of creative approaches to teaching and learning. Workshop proposals should clearly indicate how participants will actively contribute to the session. 

The workshop format is designed to provide a forum for collaborative development and discussion of creative approaches to teaching and learning. Workshop proposals should clearly indicate how participants will actively contribute to the session. 

The workshop format is designed to provide a forum for collaborative development and discussion of creative approaches to teaching and learning. Workshop proposals should clearly indicate how participants will actively contribute to the session. 

This format provides the opportunity for presenters to involve their peers in an engaging paper related to new or ongoing research. Presentation should include opportunities for questions and discussion, within the 25-minute time-frame.  

This format provides the opportunity for presenters to involve their peers in an engaging paper related to new or ongoing research. Sessions should include opportunities for questions and discussion, within the 25-minute timeframe.

This session format provides an opportunity for presenters to share land and community-based pedagogies such as outdoor pedagogies, inclusionary (Indigenous, ecological) teaching practices, educational partnerships with Indigenous communities, or experiential land-based activities. Session proposals should include if the presenters require an outdoor space for facilitation or any additional supports.

This session format provides an opportunity for presenters to share land and community-based pedagogies such as outdoor pedagogies, inclusionary (Indigenous, ecological) teaching practices, educational partnerships with Indigenous communities, or experiential land-based activities. Session proposals should include if the presenters require an outdoor space for facilitation or any additional supports.

Short presentations explaining how an activity, assessment, idea, or innovation transformed or could possibly transform students鈥� ability to think, create, or reflect in their disciplinary context.