Engagement and Preparation
Considering how learning methods have shifted and students’ preference for in-class engagement has decreased, we as publishers need to create resources that make class content appealing in new ways. With Virtual Workplaces, students get to embed themselves in a gamified, alternate reality – watch as they transform from passive spectators to enthusiastic participants to bring marketing concepts to life!
Inclusivity
The modern Canadian workplace benefits from its diverse voices, and students’ learning resources should reflect that. Students learn better when they can personalize learning and relate it to their own lives. The Virtual Workplace package embodies this throughout, with inclusive environments, characters, and use of marketing concepts. The online delivery and easy interface ensure that skill-building opportunities are within reach for every learner, accommodating a range of preferences and abilities. Virtual Workplaces creates a safe, supportive space for students to express their ideas and perspectives, promoting an inclusive learning environment that values and respects every voice.
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Previous Webinar Series Sessions
Moving Forward to a New Better: Successfully Navigating Trends in Higher Ed
Wednesday, February 15th, 11am – 12pm EST / 11am – 12pm PST
We are not returning to the old normal—on many levels that structure we enjoyed before the pandemic does not exist anymore. Neither should we plan for a move forward to the new normal, as the use of the word normal conveys a limitation in our thinking and boundaries that will limit that thinking.
As the higher education landscape continues to shift, many previous assumptions around enrollment and the student experience no longer apply. To move forward with clarity and confidence, higher education leaders must regularly revisit their strategic pillars, stay attuned to changes, and pivot as new opportunities arise.
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Tom Hierck, Globally recognized educator and author
Tom Hierck has been an educator since 1983 in a career that has spanned all levels and many roles in public education. He has presented to schools, districts, community leaders, and business groups across North America with a message of celebration for those seeking to make a difference. His belief that “every student is a success story waiting to be told” has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students. He is the author/co-author of 21 books. His work has resulted in being recognized as Top 10 of the world's leading Education Professionals for 2022.
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Tom Hierck
Globally recognized educator and author
Confessions of an “EDI Killjoy”: Just Acronyms...Or Academic Justice?
Wednesday, March 1st, 11am – 12pm EST / 11am – 12pm PST
Building off – and riffing on – critical race theorist and postcolonialist scholar Sara Ahmed and her figure of the “feminist killjoy,” this talk situates and presents Dr. Tommy Mayberry and their work across equity and inclusivity as an “EDI killjoy”…as someone whose “failure to be happy [in this work] is [often] read as sabotaging the happiness of others.”1 While there are victories, yes, and there are increments of powerful progress, there is still much to be done, and this work is and remains incredibly difficult, demanding, and intimidating work to do and to keep doing.
How do we, then, as post-secondary instructors incorporate principles of “EDI,” “DE&I,” “JEDIA,” etc. into our classes, curricula, and pedagogies toward building – and sustaining – more inclusive teaching and learning environments for us and for our students? Join Dr. Tommy as they critically, but still caringly, share how these terms as acronyms can (and often do) forget and leave behind important aspects of each respective letter as they become homogenized, totalized, and monolithic in their nounifications.
At the heart of these nounified acronyms is the larger, critical project of academic justice. And it is through academic justice as a more truthful umbrella term for the hard, hard work of decolonization, anti-racism, Indigenization, and equity, diversity, inclusivity and belonging, as well as access and accessibility, that we can unlock and active real change into our teaching practices.
1Sara Ahmed, The Promise of Happiness, Duke UP, 2010: 66.
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Dr. Tommy Mayberry, Executive Director of the Centre for Teaching and Learning, University of Alberta
Tommy Mayberry, PhD (he/she/they) is the Executive Director of the Centre for Teaching and Learning at the University of Alberta. They are co-editor, with Lindsay Bryde, of the award-winning RuPedagogies of Realness: Essays on Teaching and Learning with RuPaul’s Drag Race (McFarland, 2022), have published their work in numerous journals and edited volumes, and have performed and presented their scholarship and research findings nationally as well as internationally in places such as Oxford, Washington DC, Tokyo, and Honolulu. Tommy earned their PhD (English) at the University of Waterloo and is a sought-after speaker on the topics of “Gender Pronouns and Cultures of Respect” as well as visual pedagogies and LGBTQIA+ inclusivity.
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Dr. Tommy Mayberry
Executive Director of the Centre for Teaching and Learning, University of Alberta
Beyond the Lecture: Creating Meaningful Learning Experiences in the Classroom
Wednesday, March 15th, 11am – 12pm EST / 1pm – 2pm PST
Student engagement has been a primary concern for many postsecondary educators across Canada. As a result of the pandemic challenges in recent years, educators have been compelled to devise ways to keep the students engaged in the classroom, whether it’s in-person or online.
As an award-winning communications lecturer for over 25 years, Jana is passionate about creating impact through effective and inclusive communication. In this session, Jana will share her expertise to look at ways to make the classroom come alive for students. Moving beyond the lecture helps us connect with students and have them engage with the course content in more meaningful and impactful ways.
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Jana Seijts, Award-winning educator (Ivey School of Business at Western University) and author
Jana Seijts is an award-winning Lecturer of Management Communications at the Ivey Business School at Western University. She is also an EDI consultant and instructor working with the TRACOM Group to help organizations seamlessly merge EDI and Social Style training. Jana received her B.A., B.Ed., and M.A. from the University of Toronto and has over 25 years of experience teaching communication courses at Western University, the Schulich School of Business, York University, and the University of Manitoba. Jana has also taught Gender and Society at Fanshawe College and numerous pre-service teaching seminars in the Faculty of Education at the University of Manitoba. She is a bestselling author of business cases, including “When the Twitterverse Turns on You” and “Who Should Take the Fall?” featured in Harvard Business Review. She is co-author of A Concise Guide to Technical Communication and IMPACT! A Guide to Business Communication. In 2020, Jana won the prestigious Western University USC Teaching Award.
A long-time advocate for Equity, Diversity and Inclusion (EDI), Jana co-founded Ivey’s Women’s Leadership and Mentoring Program geared towards helping develop the next generation of women leaders. She is also an executive member of Lean-In Canada: Toronto and works to provide learning and leadership opportunities for women in Canada’s most cosmopolitan city.
In addition to working with numerous international organizations, Jana is a Senior Lecturer at the Sri Lankan Institute of Information Technology, where she works with MBA and Undergraduate students to learn to navigate communication in a post-Covid world.
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Jana Seijts
Award-winning educator (Ivey School of Business at Western University) and author
You Want Me to Do What?
Optimally Supporting International (and All!) Students in the Context of Student-Centred Learning
Wednesday, March 29th, 11am – 12pm EST / 11am – 12pm PST
Many of the international students we accept into our programs come from an Eastern educational tradition and thus may find many of our student-centred learning activities unfamiliar and even “wrong”. In this presentation Steve will highlight how you can optimal scaffold the learning for these students and enhance their intrinsic motivation based on the principles of self-determination theory. He will illustrate how autonomy, competence and relatedness can be supported with a context where students are asked to give constructive feedback to peers, and to learn from the feedback peers have applied to their draft compositions.
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Steve Joordens, 3M National Teaching Fellow, Educator (University of Toronto)
Professor Joordens teaches the very large Introduction to Biological and Cognitive Psychology course offered at the University of Toronto Scarborough as well as being the Director of the Advanced Learning Technologies Lab. His research focuses on educational practices that help develop the core skills of success in students - critical and creative thought, effective communication and collaboration, and enhanced metacognitive awareness. Much of the research emerging from that lab is mobilized within an educational technology called peerScholar, a technology now used in 10 countries, positively impacting over 300,000 students per year. The work of Joordens and his lab have been recognized by many awards at the institutional, provincial and national levels.
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Steve Joordens
3M National Teaching Fellow, Educator (University of Toronto)
Words Matter: Inclusive Language in the Classroom
Wednesday, April 12, 11am – 12pm EST / 11am – 12pm PST
Inclusive language is a hot topic right now as schools and organizations everywhere are engaging in new ways with diversity, equity, and justice issues. But contrary to popular belief, inclusive language isn't about “political correctness” or a list of “good” and “bad” words. Rather, it's a holistic approach that centers care, flexibility, and nuance.
In this webinar Alex Kapitan, inclusive language consultant and creator of Radical Copyeditor, will share powerful frameworks, tools, and practices to help you communicate in inclusive, caring ways with students of all identities and backgrounds.
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Alex Kapitan, Speaker, consultant, editor, and founder of Radical Copyeditor
Alex Kapitan is a queer and trans trainer, speaker, consultant, editor, and activist who left the world of nonfiction book publishing to start Radical Copyeditor, an anti-oppressive language project. Alex works with clients as varied as schools, publishing companies, activist organizations, museums, and healthcare professionals, helping people align their words with their values with regard to race, class, dis/ability, sexuality, gender, religion, and more, rooted in the idea that because words describe and create reality, we have a responsibility to describe and create the best possible reality we can imagine.
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Alex Kapitan
Speaker, consultant, editor, and founder of Radical Copyeditor
Integrating Indigenous Perspectives in the Classroom: Insights from Students and Educators.
April 26, 12:00 – 1:30 PM EST
Hear from Indigenous subject matter experts, educators and students in a conversation facilitated by Audrey Rochette, Director of Indigenous Initiatives at George Brown College. You will gain valuable insights from our panel of educators on the best practices for integrating indigenous perspectives into your curriculum and listen firsthand to students as they share the impact on their learning experience. Join us to create a more inclusive and culturally responsive learning environment.
Please note this session will not include a networking component in order to maximize the insights and perspectives from the panel participants.
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Audrey Rochette, Director of Indigenous Initiatives at George Brown College
Audrey Rochette is an Anishinaabe from Waabadowgang-Whitesand First Nation. As Director, Indigenous Initiatives, she leads George Brown College’s efforts to implement the Truth and Reconciliation Commission’s (TRC) Calls to Action and oversees Indigenization measures as part of the college’s Vision 2030/Strategy 2022 initiative.
Russell Evans, Assistant Professor of Accounting at the University of Windsor
Russell Evans' Indigenous heritage has roots in both Temagami First Nation (Bear Island) and Matachewan First Nation, and he identifies as both Anishnaabe and European. His research focuses on the financial accountability relationship between Indigenous communities and their various stakeholders, including membership and the Government of Canada. Russell’s current projects include research work on Indigenous governance, consulting on Indigenous business plans and grants, as well as various initiatives to decolonize post-secondary education in Canada.
Cassandra Carlson, Fourth-Year Biology and Psychology Student at Brock University
Cassandra Carlson is an Ojibwe from Wauzhushk Onigum Nation. She has just completed her final year of a BSc in Biology and Psychology at Brock University. A recipient of the 2022 NSERC USRA, Cassandra completed her research on conservation towards Indigenous medicinal plants. In April 2022, Cassandra attended the United Nations Permanent Forum on Indigenous Issues (UNPFII) with the goal of forwarding indigenous youth representation. Cassandra is an author on OUSA’s Indigenous student’s policy paper, with several years of experience as an EDI coordinator. Cassandra is a current member of the Jane Goodall Institute of Canada’s Youth Advisory Council and has completed years of research under the supervision of Dr. Liette Vasseur. Cassandra’s future goals are to forward the work of Indigenous science in academia.
Cheyenne Schmidt-Harlick, Second-Year Psychology Student at York University
Cheyenne Schmidt-Harlick is a non-status First Nation person, specifically Mohawk from Six Nations of the Grand River, also mixed with Mi'kmaw. She is an undergraduate student at York University in her second year of an honours BA program, majoring in Psychology and minoring in Indigenous Studies. She is a student leader at York & work as a Learning Skills Peer with an Indigenous focus in partnership with the Centre for Indigenous Student Services & Learning Skills Services under Student Engagement. She is also a part of the Indigenous Students Association at York as the treasurer, which helps provide cultural programming for Indigenous students.
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From left to right: Audrey Rochette, Russell Evans, Cassandra Carlson, Cheyenne Schmidt-Harlick
ChatGPT & Academic Integrity in Higher Education.
May 10, 12 – 1:30 PM EST
Higher education has been abuzz with discussions on ChatGPT, with educators taking divergent approaches to its use. While some have banned it outright, others believe it to be a useful tool in enhancing student learning outcomes.
Join us on May 10 at 12:PM for an engaging conversation on ChatGPT and Academic Integrity in Higher Education with field experts Dr. Brenda Stoesz and Dr. John Paul Foxe, who will share their insights and perspectives on the topic.
This webinar is a must-attend for those interested in staying ahead of the curve in the education industry.
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Dr. Brenda Stoesz, Senior Faculty Specialist (Science of Teaching and Learning & Academic Integrity) at the University of Manitoba
Dr. Brenda M. Stoesz is a Senior Faculty Specialist (Science of Teaching and Learning & Academic Integrity) at The Centre for the Advancement of Teaching and Learning, University of Manitoba. In her role, she develops resources and professional development opportunities for post-secondary educators, and conducts research on various topics in higher education, including academic integrity. Dr. Stoesz founded and chairs the Manitoba Academic Integrity Network (MAIN) and is a Co-Editor of the Canadian Perspectives on Academic Integrity.
Dr. John Paul Foxe, Director of Academic Integrity Office at Toronto Metropolitan University
Dr. John Paul Foxe is the Director of the Academic Integrity Office at Toronto Metropolitan University. In his role, he leads the development and implementation of strategic plans, programs and initiatives to support the university’s goal of developing and fostering a culture of academic integrity at TMU.
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From left to right: Dr. Brenda Stoesz, Dr. John Paul Foxe
Permission Requests for K–12 Students with Disabilities
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Permission Requests for Higher Ed Students with Disabilities
If you’re a school official and one of your students has a verified disability that prevents him or her from using standard instructional materials, please submit the form below to request an electronic file of a Pearson title.
We will respond as quickly as possible, but please understand that it may take 2–4 weeks for you to receive the electronic file.
Please supply the following information about your organization.
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