Breakout Session Descriptions

Presenters:

Jonathan Vandor, Peer Programming Team Lead, University of Toronto

Session Description:

Since 2023, the University of Toronto Tutor Training Program, or UT3, has trained current students in effective and ethical ways of supporting their peers, and its associated Directory has facilitated hundreds of tutoring sessions since November 2024. This presentation spotlights the development of the UT3 and how the Canadian Tutor Standards (CTS) can guide a parallel process at your institution.

Learning outcomes:

• Participants will examine the University of Toronto Tutor Training Program (UT3) as a case study and apply key principles from the Canadian Tutor Standards (CTS) to assess and improve their own tutoring initiatives.
• Participants will learn how to conduct environmental scans and stakeholder consultations to identify gaps in tutoring support and design a structured tutoring program that aligns with institutional needs.
• Through guided discussions and activities, participants will outline actionable steps to establish or enhance their tutoring programs using the CTS framework, ensuring effective, ethical, and sustainable tutor training.

Presenters:

Miriam Unruh, Instructor, Academic Coach, University of Manitoba

Session Description:

This workshop explores Attention-Deficit/Hyperactivity Disorder (ADHD) and its impact on students' learning and behaviour. I will focus on the interaction between emotion, working memory, and attention through the lens of current neuroscience research on ADHD. 

Learning outcomes:

• Develop a basic understanding of ADHD and executive functions.
• Learn how impaired emotional regulation can impact a student’s ability to focus and get work done. 
• Understand how the task-positive network (TPN) and the default mode network (DPN) impact neurodiverse students' ability to study/learn
• Gain strategies on positive reframing, student overwhelm, and developing the students' ability to leverage their interests (vs. importance) when faced with daunting tasks. 

Presenters:

Joanne Domnico, Founder of Study with Joanne, Learning Strategist, Centennial College

Laura Gibson, Learning Strategist, Fleming College

Session Description:

Occupational Therapists (OTs) and Learning Strategists (LSs) share a deep understanding of how cognitive, emotional, and environmental factors impact learning and student success. As Learning Strategists with an OT background, we bring a unique lens to student support—one that integrates neuroscience, executive functioning, self-regulation, and accessibility to optimize learning outcomes.

In this interactive workshop, we will explore how OT principles enhance learning strategy work and discuss how LSs, regardless of their background, can integrate these approaches to better support students. Through case studies, discussion, and hands-on activities, participants will discover how OT-informed strategies can address barriers to learning, improve self-efficacy, and foster independence in students.

Learning Outcomes:

• Identify OT-informed approaches that can be applied to learning strategy work, including sensory-based strategies, cognitive/ behavioural scaffolding, and environmental modifications.
• Apply interdisciplinary strategies through case study analysis and problem-solving activities to enhance student support.
• Develop new perspectives on integrating holistic, functional approaches into their work as Learning Specialists.

Presenters:

Katherine Rowland, Learning Strategist in Accessibility Services, University of Toronto, St. George Campus

Session Description:

One of the major challenges for neurodivergent (ND) post-secondary students is sustained executive function skill-building. Indeed, ND students are also navigating multiple diagnoses and intersectional identities, making their experiences even more complex, and often requiring additional avenues for support. We are using both multi-session skill-building groups and one-off workshops as programming opportunities directed towards ND students as add-on to one-to-one learning strategy sessions. Programming that Accessibility Services at University of Toronto, St. George Campus currently offers for ND students includes ADHD Skills Group, Career Pathways Series for ND Students, Virtual Accountability Check-ins, and ADHD Study Hubs. In addition, specific social groups for ND students are held throughout each semester. We discovered that students value the community building and accountability aspects of these groups, in addition to continuing to build on executive functioning skillsets. Taken together, providing skill-building programming opportunities directed towards ND students can be an effective measure in supporting and enhancing learning experiences at post-secondary institutions. 

Learning Outcomes:

• Content and considerations for building out programming for ND students.
• Tips for recruiting students into multi-session groups.
• What’s working, including what content is valued by students within groups/workshops.

Presenters:

Leslie Paterson, Manager, Student Academic Success Services, Queen's University

Dr. Johanna Amos, Outreach Manager, Student Academic Success Services, Queen's University

Session Description:

Student Academic Success Services (SASS) is a writing and learning centre at Queen’s University that offers appointments, workshops, and resources on skill development for students. Like other similar units, we found the rapid rise of generative artificial intelligence (GenAI) technologies jarring, especially as it became apparent that GenAI tools might have strong implications for student learning and skill development. Our office needed to be able to facilitate open and exploratory conversations about GenAI tools with students and how they might be incorporated into their academic work. Moreover, we had to do so while also being in the position of learners ourselves—these tools were as new to us as they were to students! 

Learning Outcomes:

• Learn about our multifaceted response, including internal and student-facing resource development and training.
• Discover why this approach has been beneficial for staff and students.
• Strategize around potential challenges and opportunities for writing and learning centres grappling with GenAI.

Presenters:

Nico Turner, Learning Specialist - Academic Writing, University of Northern British Columbia (UNBC)

Session Description:

As a capital-G Gamer who grew up during the boom of home computing and the "golden age" of educational gaming, Nico noticed that educational games are not often utilized at the post-secondary level, and set out to investigate post-secondary educational game design as part of a thesis project. This session will describe some of the findings, including some unexpected themes that are worth discussing, particularly for any learning specialist who is considering working more game mechanics into student support programming.   

Learning Outcomes:

• Learn more about the current state of educational games for post-secondary
• Look at some design elements that contribute to both success and failure of educational games
• Discover some potentially surprising themes in post-secondary student reactions to educational games

Presenters:

Nancy M. Smith, Learning Strategist, Trent University (Retired)

Session Description:

We find ourselves with a gap between best practices for learning pre-ChatGPT and exaptive practices for learning in a world of burgeoning technology, complexity, and change. 

For example, we use the term "learning strategies" with humans; we also refer to "machine learning" with computers. This can create confusion. A computer does not change in the way that a human brain does. Similarly, with humans, learning and memory are often confounded. We compare computer memory with analogous references to human memory. And we have yet to distinguish between the brain and the mind. 

Our mental models serve to structure our approach to human learning and learning strategies. What repurposing of learning strategies for humans is needed in a world of AI?

Learning Outcomes: 

• "Re-Cognize" their assumptions of learner understanding and the limits of proffered learning strategies that are intended to guide, encourage, and support learner metacognition.
• Operationalize opportunities that self-reflection provides to mobilize, enrich, and close the learning feedback loop. 
• Discover and demonstrate the power of play and its inherent paradoxes for learning.

Presenters:

Haleh Raissadat, Math and Engineering Learning Specialist, Concordia University

Peter Howe, Peer Math Tutor, Concordia University

Session Description:

While generative AI offers significant opportunities for learning, many Gen-AI applications tend to overpromise, particularly in the context of math and problem-solving courses.  

We have developed a Chat-GPT-enhanced virtual Tutor designed to support students in the basic calculus course at Concordia University. It adapts to each student's individual learning progress and provides personalized assistance tailored to Concordia's specific curriculum. The tool offers real-time feedback, explanations, and practice problems, enhancing students' understanding of key calculus concepts. While initially developed for this course, the system's framework has the potential to be expanded to support other STEM courses. 

Learning Outcomes:  

• Deepening students’ understanding of a math course content 
• Increasing accessibility 
• Tailoring learning specifically designed for Concordia students 

Presenters:

Anne Marie Portelli, SLG Program Assistant, University of Guelph

Session Description:

Imagine being a first-year university student again, transitioning from small classes of 20 or 30 to hundreds, and from a structured environment to one that requires self-sufficiency. Now, add the layer of having an invisible disability – such as ADHD, learning disabilities, or mental illness. Transitioning from smaller, structured class environments to larger, more independent settings can be particularly difficult, especially for those with these disabilities. 

This session will focus on the intersection of invisible disabilities and learning in a university context – to hopefully make the often invisible, visible.  

Statistics indicate that mental health and learning disabilities are the most common among youth aged 15 to 24 – in addition to those experiencing similar challenges without formal diagnoses. It’s important to recognize, though, not all experiences are purely negative - most experiences aren’t ‘all or nothing’ after all – and when students’ strengths are identified and leveraged, university learning can become more manageable.  

Learning Outcomes:   

• Understand the connection between university learning, invisible disabilities, and the role of Learning Services in promoting academic success. 
• Recognize signs and symptoms of mental health and learning concerns in educational settings 
• Develop strategies that build on students' unique strengths, to better support them. 
• Identify effective phrases and prompts for productive conversations within Learning Services 
• Discern how to move forward when/if conversations reach a standstill.

Presenters:

Dr. Deena Kara Shaffer, Founder of Awakened Learning; Adjunct Faculty, TMU, Awakened Learning & Toronto Metropolitan University

Session Description:

Early in my career as a learning strategist, one supervisor told me that I couldn't incorporate mindfulness into my 1:1 sessions with students. More recently, Substacks and social are increasingly brim-full of learning science research posts and sharings. Learning strategies can make a world of difference for students, across the years and programs and profiles, yet are their best and most transformative when they're not singular in their discipline, or narrow in their focus. In this session, Deena will make the full-hearted case for multi-wisdomed learning strategies.

Learning Outcomes:

• Critically evaluate the limitations of traditional study techniques and explore the benefits of holistic learning strategies that integrate cognitive, emotional, and physical well-being.
• Apply evidence-based holistic learning strategies to support diverse learners, including those with ADHD, learning disabilities, and high-achieving but stressed students.
• Develop an action plan to embed holistic learning strategies within their own practice, fostering academic resilience and sustainable student success.

Presenters:

Lyle Williams, Adaptive Technology Specialist, Centennial College

Session Description:

As post-secondary education continues to evolve, Universal Design for Learning (UDL) offers a roadmap for ensuring accessibility and equity in the learning environment. But how do we effectively integrate assistive technology (AT) to support all learners? This session introduces the ROWNAA Framework, a structured approach to assessing student needs and aligning them with AT solutions to enhance learning outcomes. 

Developed as an assistive technology assessment and training tool, the ROWNAA Framework guides educators, learning specialists, and accessibility professionals in identifying functional limitations, selecting appropriate AT supports, and measuring student success. Through six key areas—Reading, Organization, Writing, Notetaking, Assessment, and Arithmetic (ROWNAA)—this model facilitates a structured, student-centered approach to technology implementation. 

Learning Outcomes:   

• Explore how the ROWNAA Framework helps identify student challenges and AT solutions. 
• Learn practical strategies for training students in AT use and measuring engagement. 
• Discuss best practices for implementing AT within a UDL framework. 
• Engage in a hands-on demonstration of technology tools that support diverse learning needs.

Presenters:

Dr. Jovita Vytasek, Learning Strategist, Kwantlen Polytechnic University

Elizabeth Spalding, Faculty Tutor English Language Studies, Kwantlen Polytechnic University

Dr. Alice Macpherson, Learning Strategist, Kwantlen Polytechnic University

Emily Ginter, Learning Strategist, Kwantlen Polytechnic University

Dr. Mitra Gorjipour, Acting Dean, Academic and Career Preparation, Kwantlen Polytechnic University

Session Description:

The widespread adoption of generative AI (GenAI) has changed how students approach academic work (Kenedy, 2024), creating a need to reimagine peer tutoring practices. To address this challenge, we created a cross-disciplinary workshop for peer tutors to build knowledge and capacity to address GenAI content. This work utilizes an action-research approach to pedagogical design (Ferrance, 2000). We will share the tutor-driven collaborative framework designed, initial insights, and future directions of this pilot program.  

Our framework focuses on three key areas: understanding the capabilities and limitations of current GenAI tools, developing strategies for productive discussions with tutees, and fostering critical analysis of GenAI content within specific disciplinary contexts. Important to this work was the necessity to account for varying levels of permitted AI access in different courses. 

Learning Outcomes:   

• Explore an actionable structure to adapt and implement into tutor training programs while navigating AI-related challenges. 
• Utilize seven role-play scenarios and accompanying materials to enhance tutoring sessions and enable tutors to practice addressing AI-related cases while maintaining the principles of peer-assisted learning.

Presenters:

Alyssa Foerstner, Academic Skills Support Coordinator (EAL), Queen's University

Lydia Skulstad, Intercultural Academic Support Coordinator, Queen's University

Session Description:

We are two full-time academic skills coaches who work with international and multilingual students in Canadian post-secondary. In the context of a changing post-secondary landscape, including post-covid impacts, the emergence of generative AI, and increasing demands on students’ time, we find ourselves struggling to sustain not only our programs but also ourselves in terms of both our capacity and motivation. In this session, we share how we have reignited passion in our work by pursuing part-time PhD studies, creating a connection between our personal growth and professional mandates. 

Learning Outcomes:

• Identify strategies for personal and professional development that align with both joy and practicality.
• Explore real-life examples of integrating work and education for career growth.
• Analyze the connection between work-education integration and a pedagogy of love.

Presenters:

Dr. Johanna Amos, Outreach Manager, Student Academic Success Services, Queen's University

Lindsay Heggie, Academic Skills and Writing Specialist, Queen's University

Session Description:

The launch of ChatGPT created a furor in higher education; generative artificial intelligence (GenAI) tools were suddenly poised to make a significant impact on human writing and learning. In this session, we showcase our response to this challenge: an interactive module that guides students in the productive and ethical use of GenAI tools for academic work. We highlight the potential of a “yes, but” approach to GenAI—one that asks students to apply the same critical capacity required in their coursework to these tools—and of meeting our students in the messiness of a moment of disruption and uncertainty. 

Learning Outcomes:

• Learn about an interactive module that guides students in the productive and ethical use of GenAI tools in academic work.
• Reflect on the ways that GenAI has impacted the support we provide as learning specialists, as well as how we might respond.

Presenters:

Lyle Williams, Adaptive Technology Specialist, Centennial College

Session Description:

As post-secondary education continues to evolve, Universal Design for Learning (UDL) offers a roadmap for ensuring accessibility and equity in the learning environment. But how do we effectively integrate assistive technology (AT) to support all learners? This session introduces the ROWNAA Framework, a structured approach to assessing student needs and aligning them with AT solutions to enhance learning outcomes. 

Developed as an assistive technology assessment and training tool, the ROWNAA Framework guides educators, learning specialists, and accessibility professionals in identifying functional limitations, selecting appropriate AT supports, and measuring student success. Through six key areas—Reading, Organization, Writing, Notetaking, Assessment, and Arithmetic (ROWNAA)—this model facilitates a structured, student-centered approach to technology implementation. 

Learning Outcomes:   

• Explore how the ROWNAA Framework helps identify student challenges and AT solutions. 
• Learn practical strategies for training students in AT use and measuring engagement. 
• Discuss best practices for implementing AT within a UDL framework. 
• Engage in a hands-on demonstration of technology tools that support diverse learning needs.

Presenters:

Sasha Chernomurova, Learning Strategist, Centennial College

Dr. Matthew Cheung, Learning Strategist - Math Specialist, Centennial College

Tim Repetski, Program Coordinator and Faculty, Centennial College

Session Description:

College Engineering students often experience passive classroom learning environments and must utilize learning skills not typically covered in course learning outcomes to be successful in their studies. At the same time, College Engineering programs are challenged with retaining their students, especially in changing post-secondary landscapes. In 2020, the Aerospace Manufacturing Engineering Technician and Technology programs at Centennial College partnered with the Downsview campus Learning Centre team to reimagine and redesign what student support and success looks like for their students through a short, seminar-based course. More recently, in Fall 2024, the AMET-411: Student Support and Success course became a full semester, for credit course that is part of the model route for all semester 1 students.

The AMET-411 Student Support and Success course aims to shift engineering students’ learning experiences, build students’ learning strategies and skills and develop an awareness of students’ own learning. While the course was developed by the AMET Program Coordinator and Learning Strategist team, it is currently taught by Engineering teaching faculty. 

Learning Outcomes:

• Assess the impact of the course on students’ first-semester college experience. 
• Experience and evaluate pedagogical strategies used in the Student Success course. 
• Apply insights to design and implement a first-year student retention and success course in their own institutions.

Presenters:

Jenna Storey, Manager, Educational Initiatives and Assessment - Writing and Academic Skills, McMaster University

Chantalle Byrne, Transition Program Coordinator, McMaster University

Session Description:

Research indicates that Student Affairs units significantly contribute to student success and retention. Effective collaboration between faculties and Student Affairs can enhance students' academic performance and overall university experience. Since 2022, the Writing and Academic Skills unit at McMaster University's Student Success Centre I Student Affairs has partnered with multiple faculties to deliver the Fundamentals of Success, Back on Track and Blueprint for Success programs. These custom, transformational, multi-week programs are designed for academically at-risk students, helping them reflect, engage, and achieve their academic goals. In this session, we will explore various iterations of these programs and discuss how data has informed their current learning outcomes, structure, and assessment methods. The session will conclude with an open-floor discussion on how Student Affairs professionals can build stronger partnerships with faculties to enhance their impact on student learning and success.

Learning Outcomes:

• Appreciate the challenges of navigating faculty partnerships.
• Analyze program data to demonstrate the impact on student success.
• Develop and evaluate learning skills programs that support at-risk students.

Presenters:

Heather Grierson, Learning Specialist, University of Guelph

Session Description:

How do we develop our profession? Reflect and explore opportunities with the LSAC International Relations Director. 

LSAC members have access to many professional development opportunities through our partners in the International Consortium of Academic Language and Learning Developers (ICALLD). Through group discussion and reflection, participants will explore what it means to develop as a learning specialist and have the opportunity to share their development goals. 

Learning Outcomes: 

• Overview of professional development and recognition opportunities available through the consortium. 
• Guidance on articulating individual professional development goals. 
• Identification of international opportunities that align with personal and professional objectives.

Presenters:

Gillian Lee Shaftoe, Peer Learning Support Facilitator, Toronto Metropolitan University

Session Description:

This session will explore how the strategic integration of technology and cross-university partnerships positively impacted Ted Rogers School of Management’s (TRSM) probationary programming, Compass. Compass was developed in the Summer of 2023, and over the last two years it has become a practical and engaging resource for students navigating academic challenges, and expanded to offer resources for first year accounting and finance students as they transition to university. The program has grown to support 400-800 students each semester.  Through investigating the development of Compass, we will highlight 2 key factors that have driven its success. First, we will detail how we leveraged partnerships with key stakeholders —including faculty, academic advisors, and mental health professionals. Second, we will highlight key technologies, including Learning Management Systems (LMS) (Brightspace),  Customer Relationship Management (CRM) softwares (Salesforce), and polling softwares (Slido), which work together to inform decision making, communicate information, and drive student engagement. 

Learning Outcomes: 

• Better understanding of how specific technologies and cross-university partnerships affect probationary programming. 
• Explore how some of these strategies can be implemented at their institutions.

Presenters:

Antoanela Denchuk, Instructor II/ Content and Study Skills Tutor Program Coordinator, University of Manitoba

Heather Gaffney, Associate Director, Transition and Learning Services (Multicampus), Wilfrid Laurier University

Session Description:

While many post-secondary institutions maintain well-established tutoring programs, accreditation provides a systematic approach to validating program quality, fostering continuous improvement, and establishing credibility within the broader academic community. Accredited tutoring programs not only demonstrate their commitment to best practices but also gain access to a collaborative community of practice that strengthens their ability to serve diverse student populations.

The Canadian Tutor Standards provide a framework for developing and evaluating the quality of services, training, supervision, and evaluation of tutoring programs. They are designed for programs that support general study skills, writing tutoring, content area/subject/course-specific tutoring in diverse contexts within Canadian higher education. 

This presentation will focus on the second function of the Canadian Tutor Standards, assessment and accreditation, and will provide information and guidance on applying for CTS accreditation. Meeting CTS standards provides assurance and confidence that a tutoring program uses the best practices for Canadian academic support services and programs, to suit the needs of students, tutors and institutions effectively and ethically.

Learning Outcomes:

• Learn about the Canadian Tutor Standards and consider whether applying for accreditation would be beneficial for their institutions.
• Learn about the application and review process and will see examples of applications from programs that have achieved accreditation

Presenters:

Joannah O'Hatnick, Manager, Writing & Learning Services, University of Guelph

Victoria Fritz, Learning Specialist, University of Guelph

Heather Grierson, Learning Specialist, University of Guelph

Kimm Khagram, Learning Specialist and Director, Canadian National Centre, University of Guelph

Session Description:

What do current research and scholarship tell us about trends, theories and evidence-based best practices that can help learning specialists disrupt, adapt, and innovate in the ever-changing world of post-secondary education? How can we apply research and scholarship from across the globe to our day-to-day work? Join us for this informal and interactive discussion, where several learning specialists will summarize and share some of their favourite recent journal articles or book chapters and discuss how this research impacts their work. Participants will also be invited to share their favourite articles, book chapters, or other sources of research and scholarships (such as blogs, videos, etc.) during the session. Participants and presenters will then work together during the session to create a reading list of recent relevant research and scholarship to share with the larger LSAC community.  

Learning Outcomes: 

• Engage with the literature in an intentional and comprehensive way 
• Develop their own questions and interests related to the scholarship and practice of learning specialists   
• Connect with colleagues to discuss recent relevant research 
• Leave with a list of research and scholarship to explore after the conference