UNews - Dawn Vickers

Student-focused Faculty of Health Sciences instructor receives Inclusive Education Certificate

trevor.kenney — Wed, 04 Sep 2024 16:56:49 +0000

Keltie Hamilton (BHSc ’20), an instructor in the Public Health program at the ��Ѹ��Դ��߿�Ƭ of Lethbridge, has been selected as this year’s recipient of the Inclusive Education Certificate of Recognition.

Keltie Hamilton teaches Public Health in the Faculty of Health Sciences.

ULethbridge’s Accessible Learning Centre established the award to acknowledge instructors who foster inclusive and accessible learning environments. Students nominate instructors for the award and the final selection is made by a committee representing the Accessible Learning Centre and the Teaching Centre.

“We are extremely pleased to present the Inclusive Education Certificate to Keltie,” says Dawn Vickers, manager of the ��Ѹ��Դ��߿�Ƭ’s Accessible Learning Centre. “Keltie draws upon universal design principles to model and promote student learning, personal development and academic success. She initiates opportunities to connect with peers and is eager to expand her knowledge and skills to support students with specific concerns. Students have told me that she facilitates inclusive and welcoming environments that foster positive engagement both within their course and with peers.”

Faculty of Health Sciences Dean, Dr. Jon Doan, Accessible Learning Centre Manager, Dawn Vickers, Keltie Hamilton, Vice-Provost (Students), Kathleen Massey and Executive Director, Student Services, Mark Slomp.

“I’m honoured to have been nominated by students for this award,” says Hamilton. “I work really hard to be accessible to my students. I’m a young new instructor so I try to incorporate a lot of feedback, and I work closely with the Teaching Centre. It’s nice to hear the hard work is paying off and students are noticing. I understand how students might feel about certain deadlines or times of the year.”

“She does so much in class to help her students learn better. She is understanding,” wrote one student.

“This instructor formats her class to best support her students. Professor Hamilton is very understanding and accommodating,” wrote another student. “As long as you communicate to her what is going on, she is willing to work with you and figure out a plan to complete assignments or adapt assignments to your needs. I have never met a professor who is so understanding and who always has her students’ best interests at heart.”

U of L professor Don McIntyre receives inclusive education award

caroline.zentner — Tue, 14 Dec 2021 20:45:59 +0000

Don McIntyre, this year’s recipient of the Inclusive Education Certificate of Recognition at the ��Ѹ��Դ��߿�Ƭ of Lethbridge, has always worked to ensure his students have positive learning experiences, and he became even more innovative amid the challenges of the COVID-19 pandemic.

The annual award was established by the U of L’s Accommodated Learning Centre to acknowledge professors who foster an inclusive learning environment in their classrooms.

“We are delighted to present this certificate on behalf of students, who nominated Don for his inclusive course design and delivery methods,” says Dawn Vickers, manager of the U of L’s Accommodated Learning Centre. “When students experience a welcoming environment that incorporates universal design, they are more likely to feel belonging, fully engage and experience success.”

Kathleen Massey (right), associate vice-president (students), presents Professor Don McIntyre with the Inclusive Education Certificate of Recognition.

“I am so pleased to present this student-nominated award to Don and I’m very grateful for his outstanding commitment to making learning opportunities accessible to all students,” says Kathleen Massey, U of L associate vice-president (students). “By doing so he is ensuring that all students who want to learn in his courses are able to do so in a fully inclusive manner.”

McIntyre, a professor in the Indigenous Governance and Business Management program in the Dhillon School of Business, was nominated by several students who said his use of technology, including speech-to-text software, allowed them to fully participate in the learning experience. He made class recordings available on Moodle so students could revisit them as often as they wanted. Some of his other solutions are not high-tech at all, like wearing a clear plastic mask when teaching so students can lip read. In addition, students appreciated his use of imagery and stories to help convey course materials.

“He also displayed a genuine willingness to listen and learn from his students, especially whenever course material affected his students personally,” says one student.

“I was extremely moved by the compassion he showed me at this difficult time and I have highly recommended his classes to other students,” says another.

“I was floored when I received the note telling me about the award,” says McIntyre. “This is just what I do; I’m not doing it to have someone acknowledge it, but when the acknowledgement comes, it’s very nice. I’m honoured and delighted to be given the opportunity to be a teacher. If someone has come here to learn, it’s incumbent on all of us to figure out how to make it happen. Students have more than enough roadblocks to being able to have an education. The administration and staff have helped me immensely to provide these supports to students on their journey.”

His philosophy is straightforward — if it’s good for one student, others will benefit, too. Along with creating an inclusive classroom, McIntyre gives students multiple ways to learn course content, something that grew out of his Anishinaabe upbringing. One way is to use stories that demonstrate concepts.

“For some students, that hits the mark,” he says. “Other students want something much more pragmatic like a case study. I incorporate repetition, the use of stories, narrative and illustrations, and group discussions into my classroom.”

Through all these ways of sharing class material, McIntyre ensures students’ different ways of learning and knowing are ignited.

“Creating a space of safety, where everyone feels included and valued is what makes a learning experience truly transformational,” says Martha Mathurin-Moe, the U of L’s executive director of Equity, Diversity and Inclusion. “Learning about the numerous ways in which Professor McIntyre makes his students feel seen, heard and included should be celebrated. This is one of many things we can all do to create an inclusive campus. I congratulate and thank Professor McIntyre for his compassion and innovation in making our U of L campus an amazing place for our students to live and learn.”

The Inclusive Education Award was created to acknowledge professors and instructors who recognize the value of diversity and are responsive, adaptable and collaborative in accommodating learning needs. They demonstrate caring, compassion and empathy by promoting a classroom culture that is welcoming, respectful and inclusive and by adapting their teaching methods and content using universal design principles. Incorporating a universal design for learning framework provides all students, and especially those with disabilities, more opportunity to have a positive and successful post-secondary learning experience.

New annual award celebrates inclusive education practices

caroline.zentner — Tue, 14 Jul 2020 17:01:48 +0000

The Accommodated Learning Centre at the ��Ѹ��Դ��߿�Ƭ of Lethbridge is pleased to announce the first recipient of its new Inclusive Education Award.

Callista Chasse, an instructor in the Faculty of Health Science’s Addictions Counselling program, is recognized for the exemplary practices she uses to enrich learning experiences for students with disabilities.

“Callista was nominated by her students as she has demonstrated engagement and practices that are actively supportive and inclusive in her teaching and we are delighted to recognize her commitment with this award,” says Dawn Vickers, manager of the U of L’s Accommodated Learning Centre.

Those who nominated Chasse said she creates a “very inclusive teaching environment” and is “adamant about using person-first language.” One student described her as a very informative teacher who states objectives clearly.

“She makes the classroom a safe and welcoming environment and is very open,” said another student. “It made me feel comfortable to approach her.”

“I am honoured and moved to be the recipient of this important award from the Accommodated Learning Centre recognizing the value of inclusive teaching,” says Chasse. “I had the good fortune of being taught and mentored by some outstandingly inclusive faculty during my own post-secondary journey and I work hard to integrate similar practices as an educator.”

She has found students feel empowered to engage in deeper learning when they are seen as valued members of the learning community and invited to contribute their own ways of knowing and understanding the world in a way that allows for critical thought.

“In my experience, inclusive practices in the classroom are good for all students, not only those who identify as needing accommodations,” Chasse says. “With this belief guiding my teaching, I employ various modes of content delivery, flexible and diverse assignment formats, and attempt to provide a respectful, caring and safe environment for students to engage.”

“Faculty and staff all play an important role in fostering inclusive and equitable experiences for students with disabilities,” says Vickers. “By creating a culture of support, respect and open communication, instructors help students to feel more encouraged, valued and included in the ��Ѹ��Դ��߿�Ƭ community.”

Accommodated Learning Centre invaluable during spring final exam period

trevor.kenney — Tue, 15 May 2018 19:59:19 +0000

Final exams can exert a great deal of stress on students and for those who take advantage of the supports offered by the ��Ѹ��Դ��߿�Ƭ’s Accommodated Learning Centre (ALC), some of that stress is alleviated, allowing for students to achieve their best results.

The ALC provides equitable academic support to students, at both Lethbridge and Calgary campuses, with a wide range of documented disabilities. They offer a variety of services including learning plans, assistive technology, funding assistance and personalized supports such as tutors and strategists. With 556 students registered for the 2017/18 academic year, it’s apparent the demand for ALC services continues to grow.

“Final exam periods are some of our busiest times,” says Dawn Vickers, ALC manager. “During spring 2018, we supported 536 accommodated final exams written by 257 individual students. We fully utilized our 19 private testing areas and, because we were so busy, added two overflow rooms as well. And we coordinated all of this with just five office staff and 15 exam supervisors.”

Setting up accommodated exams is a tremendous undertaking, adds Vickers. Registered students first request an exam, based on the regular class schedule, using the ALC database. The Exam Coordinator subsequently schedules rooms and supervisors and books students based on their specific exam accommodations. These accommodations can include extra time, technology, distraction control or private space and breaks.

Once exams are received in the ALC from professors, they are packaged, sorted, converted to audio and digital formats and each room is prepared for students to write. The ALC also provides testing materials and other support devices like earplugs, timers and calculators. Students then check in and are assigned rooms where they are invigilated according to ALC processes and the student’s specific needs. Vickers says up to 125 exams are written each day.

“Then it’s all-hands-on-deck to sort, print, re-package, seal, log and notify each professor of completion,” she adds. “As many exams are booked late into the evening, office staff arrive early each morning to have exams ready by noon. All exams must be packaged according to our processes then signed for or delivered to ensure exam safety and integrity.”

Smooth operation of this process is dependent on many stakeholders. From students, who must book exams on time and with accuracy, to professors, who support ALC services by providing complete, accurate exams with sufficient time for conversion, packaging and preparation of testing areas, the process involves a multitude of steps.

“I have found our professors really do appreciate the time required to package exams so that complete and accurate exams arrive safely for marking,” says Vickers. “Our Teaching Centre and IT Department also ensure that Moodle exams and specialized technologies are ready to go for students to do their best work.”

Vickers says, looking ahead, the ALC is working on some exciting changes as it continues to support equity of access and opportunity for all students in the U of L’s diverse and growing campus community. More information on these changes will be announced in the fall.

“Thank you to everyone who supported the Accommodated Learning Centre in the past year, it’s evident we were able to assist a lot of students achieve their academic goals,” she says.

UNews - Dawn Vickers

Student-focused Faculty of Health Sciences instructor receives Inclusive Education Certificate

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