As artificial intelligence rapidly transforms the educational landscape, educators are faced with both opportunities and challenges. This keynote will explore how AI can enhance learning experiences, support diverse student needs, and redefine assessment practices. More importantly, it will emphasize the need for thoughtful, ethical, and inclusive AI integration that aligns with educational values and realities.
Drawing on years of experience in blended learning, technology-enhanced instruction, and assessment reform, this session will delve into the shifting role of educators, the evolving skills students need, and the importance of maintaining human-centered pedagogy in an AI-driven world. We will examine practical strategies for leveraging AI to enhance learning while fostering critical thinking, creativity, and adaptability—skills essential for success in an uncertain future.
Attendees will leave with insights into the ethical considerations of AI in education, strategies for implementing AI tools effectively, and ways to ensure that AI serves as a complement rather than a replacement for human connection and learning. Whether you are new to AI or already exploring its applications, this session will provide a balanced, research-informed perspective on the future of education in an AI world.

Speaker Bios:

Thomas Diesch is a high school Science and Maths Teacher in the Comox Valley. His interests are in the areas of blended learning, assessment, digital literacy, A.I. Integration, & more. In addition to his B.Sc. and B.Ed., he holds a Graduate Diploma in Online Learning and Teaching, and a Master of Education in Educational Leadership. Thomas enjoys the outdoors and is always finding new ways to get students to appreciate the scientific world around them through experiential, place-based learning, while leveraging technology to deepen students connections and understanding. He’s passionate about professional development and likes to spark the ‘life-long-learner’ in the people around him.

Danika Cottingham is a blended secondary educator who is a zealous supporter of professional learning opportunities through her work with BC Educators for Digital Learning. Her experience as a classroom and online (virtual) teacher has prepared her well for ‘blending’ the best of both worlds into her daily practice today. Always willing to try new things and implement different approaches, she is the embodiment of a growth mindset and lifelong learning.

What do students and college employees think about the rapid development of generative AI tools such as ChatGPT and Copilot? What excites them, and what concerns them? What tools are they using, and why? In the fall of 2024, Camosun launched an AI task force to help the college community engage intentionally and strategically with the opportunities and challenges presented by generative AI tools. In this session, Sybil Harrison, the task force co-chair, will share the results of recent surveys conducted among employees and students. All employees and students were invited to participate in these surveys, and the results reveal the compelling zeitgeist around AI at Camosun.

Speaker Bio:

Sybil Harrison retired from Camosun College in 2022 after serving as the Director of Learning Services for 14 years. In this role, she was responsible for the library, the teaching and learning centre, the writing centre, and the copyright office. In 2024, she returned to the college as the Interim Vice-President for Education and Innovation. Sybil began her career in public libraries in BC. In the 1990s, she worked in partnership with adult educators at the University College of the Fraser Valley, delivering community-based literacy programs. Bridging the digital divide and reducing barriers to education have been her professional focus as a librarian, educator, and academic leader. Curiosity, optimism, and a wealth of stories have been the hallmarks of her career. An insatiable reader and inveterate traveler, her experiences in life and literature inform her leadership and professional commitment. Her life can be summed up in a quote from Anne of Green Gables: “Isn’t it splendid to think of all the things there are to find out about? It just makes me feel glad to be alive – it’s such an interesting world.”

An Introduction to the AI Toolkit for Educators (Gwen Nguyen)

In this introductory workshop, participants will be introduced to the GenAI in Teaching and Learning Toolkit, designed to support educators in understanding and integrating Generative Artificial Intelligence (GenAI) tools within their teaching practice. The session will begin with an introduction to GenAI literacy skills required for teaching and learning, addressing both pedagogical opportunities and ethical considerations in educational contexts. Through guided practice, participants will then engage with selected toolkit activiti(es), gaining hands-on experience with GenAI integration strategies while exploring practical implementation steps.

Authentic Learning & A.I. Implementation (Thomas Diesch & Danika Cottingham)

Students and educators are facing a new reality in their educational experiences with the broad availability and adoption of A.I. tools and apps; however, the core and fundamental pedagogical principles of teaching and learning have not changed. Student agency, ownership, and engagement in their learning is critical to success, yet A.I. without appropriate learning can exacerbate disengagement and learner apathy. In this session we will share examples of how metacognitive instruction on Growth Mindset, implementation of A.I. tools, and development of Authentic Learning Tasks to demonstrate student learning can successfully blend pedagogical best practice with technological advancements today and into the future.

B.C.’s Post-Secondary Digital Learning Strategy (Keleigh Annau)

In 2021, the Ministry of Post-Secondary Education and Future Skills initiated the Digital Learning Advisory Committee to develop a response to the increased prevalence of digital learning models in the post-secondary system accelerated by the COVID-19 pandemic. This collaborative effort, which included working groups of subject matter experts from across B.C., resulted in the articulation of the Digital Learning Advisory Committee’s Strategic Priorities and Recommended Actions, along with Guidelines for Technology-enhanced Learning and a Post-Secondary Digital Literacy Framework. These were released in spring of 2023 and have guided the subsequent implementation initiatives under the Digital Learning Strategy (DLS).

In this session, we will outline the Strategic Priorities and Recommended Actions that form the foundation of the DLS, as well as the related informational resources that are currently available. The presentation will provide an overview of how the DLS initiatives aim to advance the strategy’s overarching goal to expand access to high quality, flexible post-secondary education through digital learning and the focus on digital skills and access to technology that underpins this work.

Bio Blitz!  Using non-traditional laboratory practices to create opportunities for students to be involved in campus initiatives. (Tory Anchikoski)

The Bio Blitz event was created through the biodiversity working group at Thompson Rivers University (TRU).  One of the long-term goals of Bio Blitz is to create a map which represents the biodiversity found on campus.  In this presentation, you will hear how I am going to modify this event for an advanced biology class to create a non-traditional lab and foster a sense of community and ownership by being a part of a campus-wide initiative. This activity can ladder into future opportunities to foster place based learning, appreciation of traditional ecological knowledge, and personal sense of responsibility in preserving the environment.

Career Exploration Open Education Resource: Using technology to promote authentic learning that is engaging and inclusive (Christina Cederlof & Jeisil Aguilar Santos)

This session introduces Career Exploration, a web-based resource designed to support career development for postsecondary students and educators. Grounded in instructional design principles and Universal Design for Learning (UDL), the platform leverages innovative technologies such as H5P, videos, interactive texts, and AI tools to create inclusive, accessible, and engaging materials. Participants will explore how this open-access resource integrates real-world scenarios, reflective exercises, and multimedia content to support diverse learners.

The session is divided into two main parts. The first part will present the theoretical and empirical foundations underpinning the design and development of the platform, emphasizing its alignment with UDL principles and its focus on inclusivity, accessibility, and real-world relevance. The second part will showcase selected interactive activities from the platform, including examples that focus on building interpersonal and communication skills, managing health and wellness, and ensuring workplace safety.

By the end of the session, participants will:

• Understand the theoretical and empirical foundations of the Career Exploration platform.
• Explore interactive activities and their use in supporting student learning.
• Gain practical strategies for integrating inclusive, technology-driven resources into their teaching practices.

This session highlights the importance of combining theory and practice in creating meaningful and impactful educational tools, equipping educators with resources to engage students and foster critical thinking. Please bring your own device to this workshop (laptop, tablet or phone).

Theme Statement: This session explores how inclusive, technology-driven resources grounded in Universal Design for Learning principles promote authentic learning in postsecondary education by integrating theoretical foundations with practical applications.

Decolonial Futures of Teaching with Technology (Derek Murray & Natasha-Faye Parrish)

In this 90-minute workshop we will work together to unpack and reimagine the intersection of decolonial futures and teaching with technology. Colonial structures of power and dominance shape all aspects of our society—including our education systems, our ways of thinking, and the technologies we use in teaching and learning—often in invisible or unexamined ways. Taking our lead from the Gesturing Towards Decolonial Futures arts/research collective, participants in this session will analyze and reflect on the ways in which educational technologies may reinforce and/or disrupt colonial structures, with an “aim to identify and de-activate colonial habits of being” (decolonialfutures.net). Working in relationship with peers and guided by teachings of elders and knowledge keepers, participants will move towards developing a critical decolonial perspective on teaching with technology while exploring the role of land and water-based pedagogies as we “gesture towards the possibility of decolonial futures.”

Empowering Adult Learners: Using ChatGPT to Enhance Vocabulary Learning (Sarvenaz Hatami)

In this session, I will present multiple ways in which ChatGPT can be used for teaching, learning, and assessing second-language vocabulary. I will demonstrate how ChatGPT can be an excellent source of information for the various aspects of word knowledge: spelling, pronunciation, common meanings, word parts, part of speech, common collocates, synonyms, and level of formality. I will also show how ChatGPT can be used to provide strategies for word learning and help increase memorability (e.g., by providing the translation of the word in one’s first language, example sentences in one’s field of interest, mnemonic devices, jokes, poems, dialogues, and imagery). Finally, I will show how learners/instructors can (self-)assess knowledge of a word by having ChatGPT ask thought-provoking questions or simple yes-no, true-false, multiple-choice, and fill-in-the-blank questions. While acknowledging ChatGPT’s limitations, this presentation will highlight how ChatGPT can be superior to using other tools for word learning such as dictionaries and concordances.

Evolving Pedagogy: Embracing HyFlex and Emerging Trends (Marcie Lundin)

Marcie’s presentation highlights her evolution as an instructor, from traditional chalkboard lectures to the adoption of the hyflex classroom model, covering all stages in between. She shares her passion for staying current with emerging educational trends and offers insights into her experiences with hyflex teaching—both the successes and the challenges.

Exploring social engagement through hypothe.is (Julia Grav)

In this session, you will be shown how to use hypothe.is account and review LMS embedded activities. We will discuss how hypothesis helps engage students in exploratory reading, provides informal opportunities for sharing personal experience, and highlights misinformation. Examples and marking rubrics will be provided.

Indigenizing English Placement Assessment (Maureen Niwa, Wendy McDonald, & Charlotte Sheldrake)

In response to the Truth & Reconciliation Calls to Action, Canadian post-secondary institutions have been Indigenizing curriculum, teaching materials, student support services, and administrative processes. Similarly, English placement assessment as a testing tool—in terms of its process, delivery, and content—requires Indigenization. Assessment is often the first experience that an Indigenous learner has while transitioning to college or university, but these can be alienating when they fail to reflect Indigenous values, cultures or worldviews. Indigenized English placement assessments (IEPAs) will provide a more equitable, inclusive, and culturally appropriate assessment experience for Indigenous learners. IEPAs avoid triggering and/or discriminatory content; include Indigenous-authored materials, story-telling, writing prompts, and traditional languages; they recognize land-, community- and intergenerational based learning. They value and elicit the knowledge and skills of Indigenous learners, and reflect K-12 curriculum which embeds Indigenous learning outcomes.

The goal of this engaging, interactive session is to share the work of the national 25-member IEPA Steering Committee which represents 18 institutions. We will invite your input regarding what an English assessment looks like through an Indigenous lens: We will also explain the critical role of the Indigenous Advisory Circle in guiding this much needed initiative. Please join us in learning about this exciting work!

Navigating the Virtual Classroom: Insights from to Education and Career Planning (EDCP) Students (Diane Gilliland & Valarie Neaves)

Join us for a dynamic panel discussion featuring students from the award-winning EDCP program, sharing their experiences and insights into the transformative shift from face-to-face to virtual learning. This engaging session will explore the innovative use of technology in the EDCP program, the importance of creating safe and inclusive online communities, and the power of peer mentoring in diverse, multigenerational classrooms. Discover how students are building essential tech skills and leveraging tools like ChatGPT for career research and beyond.

This session is a must-attend for educators, administrators, and anyone passionate about the future of virtual learning!

Pro Literacy Mobile Learning Fund (Roberta Powers)

A Grant for Language Upskilling: A Free Opportunity for English, Equity, and Economic Mobility

“The Mobile Learning Fund is a grant available from Pro Literacy, New Readers Press. Longtime LINC Instructor Roberta Power will demonstrate the straightforward application process for this grant, which awards organizations free access to an AI enhanced language upskilling platform for all levels to support settlement, employment, and family-sustaining wages for newcomers in Canada. She will highlight how a proven online, adaptive integrated education and training program can foster increased proficiency levels, settlement and workplace-based learning, career pathway development, Canadian Language Benchmarks, and civic participation. Furthermore, she will chat about other digital resources that applicants have an excellent chance of being awarded through Pro Literacy: a global online newspaper, foundational learning programs, high school test prep, and a health, digital & financial literacy app.

Supplemental Materials for Math 024/Different Ways to Learn Multiplying and Dividing (Ramona Scott & Mary Ferguson)

Sharing a resource booklet for Math 024 students that provides a review of multiplying and dividing with whole numbers. This booklet includes some content from the Math 023 workbook as well as showing different methods for completing these operations with links and QR for students to access videos to help them understand the new strategy options.

Supporting Low-Literacy Learners with Digital Tools: Insights, Resources and the Power of a Digital Newspaper (Jade Chan)

This session will provide an in-depth look at how digital tools and resources can be leveraged to support low-literacy learners, with a particular focus on The Westcoast Reader digital newspaper and other resources provided by Decoda Literacy Solutions, BC’s provincial literacy non-profit.

Jade Chan will discuss the challenges of low literacy in today’s world, present the findings from the recent PIAAC (Programme for the International Assessment of Adult Competencies) results, and explore the role of digital tools in enhancing literacy. Through real-life examples and practical strategies, attendees will gain a deeper understanding of how to use these resources to build literacy skills, support adult learners and promote digital literacy.

Video-Based Assessment: Modifying Evaluation Methods for Students from Predominantly Oral Cultures (Jack Massalski)

Traditional academic essays have long been the primary method of assessment in many higher education settings. Typically, a student’s understanding of the material is evaluated through their written work, with instructors using rubrics to assess various aspects such as clarity of ideas, the use of evidence, proper citation, academic vocabulary, and adherence to formatting standards. However, this emphasis on writing can overshadow the actual content and ideas being presented, often prioritizing writing skills and familiarity with the essay format. This focus can raise equity concerns in increasingly diverse classrooms, where students from different cultural backgrounds may face challenges. The rise of communication technology, particularly smartphones with cameras, has made alternative forms of assessment more feasible. This presentation will explore the implementation of video essays as an alternative assessment method, aimed at reducing barriers for students from cultures with strong oral traditions. The goal is to provide educators with more inclusive assessment strategies that allow students to communicate their knowledge in a more equitable way.

Webwork Assignments in ABE Mathematics (Notice Ringa)

Description:

(i) Discussion of benefits of using Webwork for ABE Mathematics homework assignments.
(ii) Demonstration of how to create, assign and grade Webwork homework sets.
(iii) Presentation of data showing students’ views on Webwork assignments.

Writing Clear Assignment Instructions (Chrisa Hotchkiss & Janet Pollock)

In this interactive workshop, you will learn how to write clearer assignment instructions. We will cover the following:

• considering your audience
• breaking your assignments into parts
• applying plain language principles
• increasing student confidence in order to reduce AI use

You will also have an opportunity to apply what you learn as we discuss a sample assignment. In addition, we would love to hear about your own best practices.

Jeisil Aguilar Santos, PhD in Philosophical Sciences, Master’s in Education, is dedicated to postgraduate teaching and the creation of educational resources for adult education. Researcher in education, ideology and power relations, educational institutional standardization, discourse analysis, social research methodology, and other topics related to social and human sciences. Based in Canada, she works as a learning technologist at TRU, while also serving as a teacher, thesis director, and academic coordinator at universities in Latin America (FLACSO Uruguay, Universidad de la Empresa, Montevideo, Uruguay).
Her focus is on a critical methodological paradigm and on an approach to education as a resource for transformation, where the educational process must be experiential, contextual, inclusive, and cultural. She believes that education should be emancipatory and open, shaped by the personal histories of the learners. She advocates for the use of technological resources as tools in education, learning, and research processes, acknowledging that the focus should be on the development of critical thought and the recognition of individual paths.

Tory Anchikoski (she/her) is an Assistant Teaching Professor in Adult Basic Education (ABE) science in the University and Employment Preparation Department (UEPrep) at Thompson Rivers University in British Columbia.  Her passions include making science education interesting, engaging, accessible and attainable for a diverse student population.

Keleigh Annau is the Director of Policy & Engagement in Digital Policy & Business Transformation branch in the Ministry of Post-Secondary Education and Future Skills. In this role, Keleigh supports digital learning in the post-secondary system. Keleigh completed a Master of Public Policy at the University of California, Berkeley.

Christina Cederlof Associate Teaching Professor University and Employment Preparation Thompson Rivers University ccederlof@tru.ca
Christina holds a Master’s degree in Leadership and Training and has devoted her career to supporting students who face barriers to post-secondary education and employment. For the past 30 years at Thompson Rivers University, she has been an integral part of the Education and Skills Training (ESTR) program, helping to guide the program through the transitions of a growing institution—from a regional college to a research university.
In addition to her work with the ESTR program, Christina has taught and facilitated workshops on instructional design and learning strategies within post-secondary environments. Her professional focus is on empowering students to recognize their strengths, inherent value, and potential contributions to both their personal growth and society. She is dedicated to removing barriers to success, advocating for a mindset that highlights what individuals can achieve when given the opportunity to demonstrate their abilities.
Christina firmly believes in the transformative potential of education, striving to create environments that foster personal development and societal impact. She lives and works on the traditional, unceded lands of the Tk’emlúps te Secwépemc, within Secwépemc’ulucw, where she has raised her family and actively appreciates the natural beauty of the region.

Jade Chan has over ten years of experience in education, including teaching and curriculum planning for students from kindergarten to adults. Previously, Jade worked at Sylvan as a Centre Director. She holds degrees in Linguistics and Education. Jade is a passionate educator who believes that literacy is a key to opening doors for people.

Danika Cottingham is a blended secondary educator who is a zealous supporter of professional learning opportunities through her work with BC Educators for Digital Learning. Her experience as a classroom and online (virtual) teacher has prepared her well for ‘blending’ the best of both worlds into her daily practice today. Always willing to try new things and implement different approaches, she is the embodiment of a growth mindset and lifelong learning.

Thomas Diesch is a high school Science and Maths Teacher in the Comox Valley. His interests are in the areas of blended learning, assessment, digital literacy, A.I. Integration, & more. In addition to his B.Sc. and B.Ed., he holds a Graduate Diploma in Online Learning and Teaching, and a Master of Education in Educational Leadership. Thomas enjoys the outdoors and is always finding new ways to get students to appreciate the scientific world around them through experiential, place based learning, while leveraging technology to deepen students connections and understanding. He’s passionate about professional development and likes to spark the ‘life-long-learner’ in the people around him.

Mary Ferguson I am currently enjoying working as an instructional assistant at Camosun College working with math students in the School of Access. I’m a retired science and math teacher from Saskatchewan who is happiest working with students, so retirement is on hold for me for a while!

Diane Gilliland, M.A., Instructor, Education & Career Planning (EDCP), Academic and Career Preparation
Since 2006, Diane has used online learning platforms like Moodle to expand educational access, especially for women in remote BC communities affected by violence, abuse, and neglect. As part of the ABEASC EDCP Provincial Working Group, she contributed to the development of open-source online curriculum to make education more accessible.
When COVID-19 pushed learning online, Diane and the Camosun EDCP team recognized the opportunities technology could provide for accessibility, learning, and community building. Following a comprehensive program review, they chose to keep the program fully online, ensuring greater flexibility for learners.
Diane’s strengths-based, student-centered approach encourages learners to explore their values, skills, and career pathways with curiosity and self-reflection. She is deeply committed to trauma-informed learning, Indigenous education, and resilience-building, equipping students with tools for lifelong success.
In her own words: “I value building communities of care, leading and supporting people through significant life changes. I have the privilege of walking beside different generations of learners who are making significant changes in their lives.”
Diane’s professional interests include applied online learning, education and career exploration, trauma-informed teaching, Indigenous education, active listening skill development, and strategies for building resilience and supporting nervous system regulation. Outside of teaching, Diane enjoys dancing, learning Spanish, singing, and traveling in Latin America.

Julia Grav, M. Ed., is an instructor in Applied Business Technology at Camosun College and serves as a Faculty Curriculum Lead in the School of Business. With over a decade of experience as an entrepreneur in Victoria’s technology sector, she has managed web development and design businesses while consulting for small businesses, non-profits, and NGOs to enhance their branding, digital presence, and website applications.
Julia began teaching at Camosun in 2014 in the Department of Computer Science before transitioning to her current role in Applied Business Technology. She holds a BA from Concordia University and spent three years teaching abroad in Turkey before completing her Master’s in Education (Curriculum & Instruction) from Simon Fraser University in 2017.
Her teaching philosophy is rooted in Universal Design for Learning (UDL), emphasizing inclusivity, choice, and autonomy in learning. She integrates low-stakes iterative assignments and constructive feedback strategies to help students build confidence and mastery in technology.

Sybil Harrison retired from Camosun College in 2022 after serving as the Director of Learning Services for 14 years. In this role, she was responsible for the library, the teaching and learning centre, the writing centre, and the copyright office. In 2024, she returned to the college as the Interim Vice-President for Education and Innovation. Sybil began her career in public libraries in BC. In the 1990s, she worked in partnership with adult educators at the University College of the Fraser Valley, delivering community-based literacy programs. Bridging the digital divide and reducing barriers to education have been her professional focus as a librarian, educator, and academic leader. Curiosity, optimism, and a wealth of stories have been the hallmarks of her career. An insatiable reader and inveterate traveler, her experiences in life and literature inform her leadership and professional commitment. Her life can be summed up in a quote from Anne of Green Gables: “Isn’t it splendid to think of all the things there are to find out about? It just makes me feel glad to be alive – it’s such an interesting world.”

Sarvenaz Hatami is an Associate Professor of TESOL in the Department of Linguistics at California State University Long Beach. Her research focuses on second-language vocabulary teaching and learning.

Chrisa Hotchkiss – Academic Success Centre Coordinator: Writing Centre/Learning Skills
Chrisa has worked as an editor, a college English instructor, and a university learning centre director. In her current role as Camosun’s Academic Success Centre Coordinator, she supervises the Writing Centre team and teaches learning skills to students in the classroom and one-on-one. She holds an MA in English and a BS in Psychology. She is also a lover of cats, music, and photography.

Marcie Lundin has served as a Math and Science Career and College Preparation Instructor at Northern Lights College for the past 13 years. She holds a Bachelor’s degree in Biology from the University of Northern British Columbia (UNBC). Passionate about fostering growth, Marcie is dedicated to inspiring students from diverse backgrounds to recognize and embrace their full potential, while cultivating a love for the sciences, just as she was inspired at the beginning of her own educational journey.

Jack Massalski After earning an Honours degree in Modern Languages and Linguistics from McMaster University in Hamilton, Ontario, and a Master’s in Applied Language Studies from Carleton University in Ottawa, Jack embarked on a teaching career spanning over 25 years in Canada and abroad. He taught English at several Japanese universities, developed curricula, trained teachers, and conducted research. In 2008, Jack joined Faculty of Education and Social Work at Thompson Rivers University, initially teaching in the English Language Learning and Teaching Department and later in the University and Employment Preparation Department. Over the past 16 years, he has been deeply engaged in the TRU community through teaching, teacher training, research, student mentorship, curriculum development, and committee work. His interests include integrating technology into education, professional development, intercultural communication, and playing the bass guitar.

Wendy McDonald – Supporting Students & Indigenizing Education
Wendy McDonald is a dedicated advocate for Indigenous student success and community-based education. A proud member of the Métis Nation of British Columbia, Wendy spent over 30 years at Camosun College supporting Indigenous learners in various roles, including Indigenous Instructional Assistant, Indigenous Academic Advisor, and Program Leader and Faculty member for the Indigenous College Prep Program. She played a key role in strengthening student services by fostering relationships between Camosun College and Indigenous communities, ensuring that students had access to holistic support, including food, transportation, and tutoring.
Her work with the WSÁNEĆ College in Brentwood Bay, BC exemplifies her commitment to Indigenizing education, where she helped develop pathways for Indigenous students to pursue higher education. She also co-led the development of an Indigenized English placement tool to better support Indigenous learners across Canada. Wendy’s passion for removing systemic barriers and centering Indigenous student voices has left a lasting impact on adult education in British Columbia.

Derek Murray (he/him) is an educator and historian of Irish and Southeastern European ancestry who grew up in the Ottawa Valley and now lives with his partner and two kids as an uninvited guest in lək̓ʷəŋən and W̱ SÁNEĆ Territories. Derek works primarily as an educational developer at Camosun College where he supports faculty in all areas of teaching and learning including decolonization and Indigenization, active learning, Team-Based Learning, peer observation, and instructional design, and maintains an active portfolio in the Scholarship of Teaching and Learning.
Derek completed his PhD in History and a graduate certificate in Learning and Teaching in Higher Education at the University of Victoria and teaches in the History Department at Capilano University.

Valarie Neaves, M.Ed., Instructor, Education & Career Planning (EDCP), Student Navigator, School of Access
With over 25 years of experience in post-secondary education, government, and non-profits, Valerie Neaves has dedicated her career to adult education, career planning, policy, and curriculum development. She has taught intergenerational learners in rural, urban, remote Indigenous, and newcomer communities across Canada.
At Camosun College, Valerie has held various roles, including Instructional Assistant, Instructor, Student Navigator, and Faculty in the Education and Career Planning (EDCP) program. She is passionate about fostering connections, building confidence, and creating inclusive learning spaces that ignite potential.
Valerie is particularly interested in the role of technology in adult learning—enhancing access, breaking barriers, and strengthening digital literacy. She is committed to equitable learning and uses technology to create adaptive environments that build trust and engagement.
Working in the EDCP program is a privilege for Valerie, as she draws inspiration from the students, faculty, and staff. Her work is guided by cultural humility, multiple intelligences, and a commitment to lifelong learning. She is also excited about AI’s potential in career and educational planning, from personalized pathways to tools that support diverse learners.

Gwen Nguyen (she/her) is a learning and teaching advisor at BCcampus, an organization in British Columbia, Canada that supports the adaptation and evolution of teaching and learning practices in post-secondary education through collaboration, innovation, and digital technologies. Prior to BCcampus, Gwen worked as a learning experience designer at the University of Victoria, supporting educators with developing and delivering courses in all the modes: face to face, hybrid, and online. She has also worked as a university lecturer and researcher at the University of Victoria and the Kanazawa Institute of Technology in Japan. Gwen holds a PhD in education studies and an MA in applied linguistics. Recently, Gwen has cultivated a keen interest in pedagogical strategies that ethically and creatively incorporate AI into teaching and learning. 

Maureen Niwa, PhD, is a faculty member in the Department of English at Camosun College in Victoria, B.C. She also works as an English Placement Counsellor at Lansdowne Assessment & Testing Center; she is chairing the working group developing a national Indigenized English Placement Assessment for use by post-secondary institutions across Canada. Her research areas include narratology, voice-centered novels, 18th-century and twentieth century experimental fiction. She is co-editing a critical scholarly edition of H.D.’s (Hilda Doolittle’s) novel, Palimpsest. She is an Instructional Skills Facilitator, the recipient of two Camosun Student Success Awards, and two NISOD Awards. She also teaches group fitness at recreational centers in Victoria.

Natasha-Faye Parrish,  Sk’ing lúudas Natasha Parrish is Haida Kyaanuuslii through her mother and maternal grandmothers and English through three grandparents. While she calls Haida Gwaii home, she was born and raised in lək̓ʷəŋən Territory, in a large and loving family, and is a grateful visitor in the Homelands of lək̓ʷəŋən and W̱ SÁNEĆ Peoples. She graduated from the University of Victoria with a Bachelor of Arts in History, a Postgraduate Degree in Secondary Teaching, and later a Master of Arts in Indigenous Nationhood. Natasha frames her work through the Haida Principles which include reciprocity, respect, interconnectivity, seeking wise council, and balance. Today, she works with CETL at Camosun College supporting instructors in Indigenizing and decolonizing curriculum and pedagogy.

Janet Pollock, Writing Consultant, Writing Centre, is an educator, editor, and writer. She has been a writing consultant at Camosun since 2017. Janet has published poetry, fiction, and nonfiction in a number of literary journals. She has a BA (hons) in English literature and composition and will be starting an MFA in Writing at the University of Victoria in September. Janet enjoys reading, cats, and learning languages.

Roberta Powers, an EAL and LINC teacher for 20 years, Roberta is now the Educational Consultant in Canada for the non-profit organization, Pro Literacy, New Readers Press. She was using their resources in class, and because she and her students loved them so much for their relevance and engaging content, she asked if she could represent the organization in Canada. In her two years with Pro Literacy, she has worked to “Canadianize” content and align it to the CLBs as well as other educational standards and tests, such as the new Canadian Adult Education Credential!
In the beginning of her journey with ProLiteracy, she learned that the proceeds from their adult/teen education resources in EAL, ABE, High school Equivalency and Workforce Readiness go towards raising adult literacy rates globally. Funding from donors also allows Pro Literacy to have a National Book Fund grant, offered annually, and a Mobile Learning Fund grant for digital resources, offered throughout the year.
Roberta has lived out her passion for the English language and the human psyche by creating self-help videos on local TV, and humorous plays and skits with and for her students. She believes in artistic expression and comic relief to achieve literacy, fluency, critical thinking, and confidence. Currently, she offers a forum for the incarcerated community through Canada’s educational podcast network voicEd Radio.

Notice Ringa is an experienced College and University-level Mathematics Professor and a Researcher in Mathematical Modeling. He is currently an Assistant Teaching Professor of Mathematics at the University and Employment Preparation Department at Thompson Rivers University. Previously, Notice held various Mathematics teaching positions at Capilano University, Columbia College, Kwantlen Polytechnic University and Botswana International University of Science and Technology. Notice has also been a Postdoctoral Researcher in Mathematical Epidemiology at British Columbia Centre for Disease Control. He holds a PhD and MSc in Applied Mathematics from the University of Guelph and a Bachelor of Education in Mathematics from the University of Botswana.

Ramona Scott I started teaching math in 2002 in a public high school in Edmonton. It was not long before I had the chance to start teaching adults. Less than two years after I received my teaching certificate, I was teaching in Adult Upgrading at Norquest College in Edmonton, and then at the Adult Learning Center in Kentucky. After returning to Canada, I taught at an International Baccalaureate school for five years, before returning to public education for one year and then joining the Community Learning Partnerships team at Camosun in 2020.

Charlotte Sheldrake, M.Ed., MFA, is a life-long learner who is always curious about what is round the next corner. She is a faculty member in the Centre for Excellence in Teaching and Learning (CETL) at Camosun College. Her work in CETL focuses on curriculum development and program renewal, with a strong interest in continued skill development to support faculty to Indigenize and decolonize their curriculum and pedagogy. She is an Instructional Skills Workshop facilitator and an experienced English language instructor, including academic upgrading and preparation. She has served on the BC EAL Articulation Committee and was Associate Dean of International Education for five years at Vancouver Island University.