Events

Session Description

Are you familiar with the Universal Design for Learning (UDL) framework and trying out some ideas? Are you interested in accessible pedagogy? Interested in upping your UDL game? Join us for ideas on extending your UDL-based teaching practices using the new UDL 3.0 guidelines. 

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This session may be recorded, archived, and shared after the event. 

About the Facilitator

Your facilitator for this session is Dr. Seanna Takacs. 

Seanna is Practice Lead in Accessibility Services at KPU. She consults on UDL and accessible pedagogy for post-secondary institutions in British Columbia and is Co-chair for the Accessibility and Inclusion Community of Practice for Canadian Association of College & University Student Services (CACUSS). 

2025-26 Accessibility Bites Series

1. Accessibility Bites: Introduction to Web Accessibility, August 28, 2025 
2. Accessibility Bites: Supporting Post-Secondary Students with ADHD, September 25, 2025 
   
3. Accessibility Bites: Let’s Talk about Learning Disabilities, October 30, 2025 
   
4. Accessibility Bites: The Gift of Dyslexia, November 27, 2025 
   
5. Accessibility Bites: Access Friction, December 11, 2025 
   
6. Accessibility Bites: UDL 3.0 in Practice, January 29, 2026 
   
7. Accessibility Bites: An Indigenous Lens on Disability Rights, February 26, 2026

For recordings and resources from previous Accessibility Bites workshops, visit the Accessibility Bites Pressbook. 

About the Event

In this 90-minute virtual showcase, the three 2025 recipients of West Coast Teaching Excellence Awards will share their award-winning approaches to teaching and pedagogical innovation with colleagues across B.C. and the Yukon. In the Q&A that follows, they will also answer questions about their experience being nominated for this relatively new teaching award aimed at recognizing excellence in post-secondary teaching.

For more information, visit the BCTLC page.

Register Now!

This session may be recorded, archived, and shared.

About the Recipients

Dr. Lee Beavington, Kwantlen Polytechnic University 

Dr. Lee Beavington is recognized for his innovative approaches to curriculum delivery, particularly in assignment and assessment design. His reflective teaching practice at KPU and responsiveness to student needs are well demonstrated, as is his willingness to share teaching innovations and open resources.

Dr. Anka Lekhi, University of British Columbia (Vancouver)

Dr. Anka Lekhi is recognized for her focus on equity, diversity, and inclusion, and her innovative approaches to student learning. She has created tremendous learning opportunities for students, and has played a leading role in a major UBC initiative to enhance higher education opportunities in science for international students who are English language learners.

Dr. Sarah Yercich, Capilano University

Dr. Sarah Yercich is recognized for her innovative approaches to curriculum delivery at Capilano University, including her use of student-led learning, collaborative learning assignments, gamification, and real-world experiential learning opportunities, as well as her investment in community-based projects.

About the Session

Join us for an exciting Facilitating Learning Online (FLO) session about a news literacy framework for educators and students. In these information-challenged times, this workshop will introduce the concept and benefits of including news literacy (e.g. Ashley, 2020) as a crucial element in the post-secondary teaching and learning environment. We will explore the news literacy framework, discuss why it is essential to 21st-century post-secondary learning and teaching, and provide an orientation to a new open education resource, a news literacy toolkit.

The session will be of interest to professors, librarians, and other educators who support student learning. It aims to give participants the knowledge and skills to better understand and engage with today’s complex media environment. By the end of the workshop, participants will:

• Be able to define and explain the concept of news literacy and its importance in the current media landscape
• Understand how the presence of bias in news reporting affects the representation of events
• Learn strategies to curate a diverse and balanced news diet, avoiding echo chambers and ensuring exposure to multiple perspectives.

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This session may be recorded, archived, and shared after the event.

About the Facilitator

Justin Harrison has over 20 years’ professional experience as an academic research librarian and holds the position of Engagement & Learning Librarian at the University of Victoria Libraries. He is also a PhD candidate in the Faculty of Education at the University of Victoria, focusing on media literacy, news literacy, and their intersections with civic engagement and political polarization.

About the Panel

GenAI is now part of the everyday reality of post-secondary education. Educators across B.C. are navigating a mix of curiosity, concern, as well as fatigue as they decide how, or whether, to engage with these tools in their work to support teaching and learning. This panel brings together sector leaders, educators, and researchers to explore how we might move beyond simple “ban or embrace” narratives towards rethinking teaching and learning with GenAI with particular focus on human-centred approaches and open pedagogy.

This panel will be moderated by Helena Prins, an Advisor on the Learning + Teaching team.

Register Now!

This notice is to inform you that this session may be recorded, archived, and shared after the event.

About the Facilitators

Gwen Nguyen is a Learning + Teaching Advisor with BCcampus. Gwen holds a PhD in education studies from the University of Victoria and a MA in applied linguistics from Saint Michael’s College. Recently, Gwen has developed a keen interest in exploring pedagogical approaches that ethically and creatively integrate AI into teaching and learning. Gwen comes to this panel to set the stage, bringing a GenAI-literacy-in-teaching lens grounded in her work at BCcampus, where she has been observing the tension between resistance and reimaging education while developing support channels for educators, including the open access BCcampus GenAI in Teaching and Learning Toolkit and related initiatives.

Dr. Neil Fassina took on the role of President at Okanagan College in April 2021, inspired by the college’s reputation for transforming lives and communities. Dr. Fassina earned his PhD in Management from the Rotman School of Business at the University of Toronto and holds a BSc in Psychology from the University of Calgary. He is recognized as a Fellow Chartered Professional in Human Resources (FCPHR) and a Chartered Director (ICD.D) through the Institute of Chartered Directors. He has contributed to numerous refereed articles, co-authored a Canadian Human Resource Management textbook and enjoys speaking about the future of education and its role in economic and social development. Before joining Okanagan College, Neil served as President of Athabasca University from 2016 to 2021. His previous roles include Provost and Vice President Academic at the Northern Alberta Institute of Technology (NAIT) and Dean of the JR Shaw School of Business and School of Hospitality and Culinary Arts. Throughout his academic career, he has taught at the University of Toronto, the University of Calgary, the University of Manitoba, and in executive education programs.

Elizabeth Childs is a professor in the School of Education and Technology at Royal Roads University. She has worked in government, industry, and academia and consulted nationally and internationally. She is interested in the design, creation, and implementation of flexible learning environments that incorporate the affordances of technologies and provide learners with increased access, choice, flexibility, and opportunities. Dr. Childs’ research interests include online and blended learning, open education and open pedagogy, online learning communities and digital habitats, socio-emotional learning and immersive professional development, design thinking, and participatory design approaches.

Sharon Stein is an Associate Professor of Higher Education and Professor of Climate Complexity and Coloniality in the Department of Educational Studies at the University of British Columbia. She is the author of Unsettling the University: Confronting the Colonial Foundations of US Higher Education, and a co-founder of the Gesturing Towards Decolonial Futures Arts/Research Collective. She is focused on an inquiry about the possibilities of earth-aligned AI for education – that is, AI that can help scaffold a transition from reductionist, anthropocentric learning toward relational intelligence and planetary responsibility.   

Jessica Rizk, PhD, is a Senior Research Associate at the Conference Board of Canada. A former K–12 teacher and current post-secondary educator, she leads national research on education, workforce development, and AI literacy, focusing on how institutions and educators can adapt to an AI-enabled future. Her work bridges research, policy, and practice, bringing a perspective centered on equity, innovation, and preparing learners for the evolving demands of work and education.  

Join us for a practical workshop exploring the intersections of Artificial Intelligence, Universal Design for Learning (UDL), and neurodiversity in educational environments.  

This session is designed for educators, staff, and support professionals who want to better understand how inclusive design and emerging technologies can enhance learning for all students.  

By the end of the workshop, attendees will:  

• Identify key aspects of neurodiversity and recognize common learning strengths, challenges, and variability among students 
• Explain the core principles of UDL and describe how they support accessibility and inclusion for neurodiverse learners 
• Explore how AI can enhance inclusive teaching, including tools that support multimodal engagement, and personalized learning  
• Reflect on their own teaching or support practices and identify at least one actionable change to better serve neurodiverse learners through inclusive design 

Whether you are new to these topics or looking to deepen your practice, this workshop offers a meaningful introduction to design for inclusive learning experiences. 

Register Now!

This session will not be recorded.

Presenters

Britt Dzioba (she/her) is an Advisor on the Learning and Teaching team at BCcampus where she collaborates with educators to enhance their teaching practice through inclusive design and learner-centred approaches. As a neurodivergent educator, she is passionate about helping educators create more neuro-inclusive learning environments that honour diverse ways of learning and engaging. She holds a master of education in adult learning from the University of British Columbia.  

Dr. Gwen Nguyen (she/her) is an Advisor for the Learning and Teaching team at BCcampus. Prior to that, 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.  

Dr. Helena Prins (she/her) is a Teaching and Learning Advisor at BCcampus and coordinates the Facilitating Learning Online (FLO) portfolio. She began her career as a high-school teacher in South Africa. Over the past 20 years, Helena has taught students of all ages and stages on four continents. A golden thread throughout her teaching experiences has been breaking down barriers to learning. 

Supporting Neurodiversity in Post-Secondary Education Series

February Focus: Supporting Neurodiversity in Post-Secondary Education Series (blogpost)
NeuroChats: Conversations Towards Inclusive Campuses (podcast series)
Designing for Inclusive Learning with AI, February 5, 2026
From Self-Advocacy to Collaborative Care: Supporting Neurodivergent Wellness in Higher Education, February 10 and 24, 2026
Bridging the Gap: Supporting Neurodivergent Learners from Campus to Career, February 19, 2026

About the Session

This advanced session explores how educators can meaningfully elevate and integrate Indigenous values within their courses through intentional curricular alignment. Grounded in an understanding of the full history and context of the Territory(ies) in which post-secondary institutions exist, the workshop builds on concepts of decolonization and Indigenization through a distinctions-based approach.

Participants should come with a cohesive knowledge of their own positionality, the history and ongoing impacts of colonization in B.C., and the Declaration on the Rights of Indigenous Peoples Act. Together, we will review examples, engage in discussion, and consider how integrating an Indigenous Values Framework might support our commitments to Truth and Reconciliation while enhancing student learning and engagement.

This session will be of interest to ally professors, librarians, and educators who support student learning. By the end of the workshop, participants will be able to:

• Reflect on the Traditional Territory(ies) in which they live and work, using a distinctions-based approach
• Consider the impacts of colonization in post-secondary settings and discuss current actions to decolonize these spaces
• Explore and discuss Indigenous Values Frameworks as a methodology for decolonizing and Indigenizing curricula and course delivery

Register Now!

This session will be recorded, archived, and shared after the event.

About the Facilitator

Natasha Parrish Sk’ing lúudas was born and raised as a visitor in the Homelands of the lək̓ʷəŋən Peoples (Victoria, B.C.) She belongs to the Kyaanuusalii Clan of the Raven moiety of the Haida Nation through an unbroken matrilineal line. She also carries English ancestry and is a fourth generation settler-Canadian. She has a Bachelor of Arts, a post-degree professional program in secondary teaching, and a Master of Indigenous nationhood from the University of Victoria. Sk’ing lúudas is an Education Developer Indigenization at Camosun College, with experience in secondary and post-secondary education settings. Her thinking has been influenced by many local Elders and Knowledge Keepers, such as Elder Henry Chipps (Sci’anew Nation) and Brother Rick Peter (Cowichan Nation) as well as many hours with Haida Elders, Community Members, and time in her home Territory. She is passionate about Land Back initiatives and is a recent founder of Indigenous Roots Coffee Co.

Workshop 1: Securing Your Own Oxygen Mask First: Employee Wellness as the Foundation For Student Wellness

February 10, 2026 | 10:00 a.m.–11:30 a.m.

As faculty and staff in higher education, we can only meet students’ accessibility needs when our own needs are met first. Yet cultural, institutional, and personal barriers often impede our self advocacy, leading to burnout and leaving us ill-equipped to create meaningful community care in our classrooms.

This 90-minute, participatory workshop is the first in a two-part series exploring the vital connection between employee and student flourishing. Through stories and reflective practices, we’ll:

• Examine how common accessibility barriers can make getting our needs met feel impossible
• Develop concrete short- and long-term plans for self- and community-advocacy around wellness

This workshop sets the foundation for Workshop 2, where we’ll collaborate on strategies for securing the masks for our students. It is designed for disabled, neurodivergent, and chronically-ill faculty and student services staff, though adaptable for anyone seeking to balance their accessibility needs with those of the populations they serve.

Workshop 2: Then Securing the Mask for Our Students: Planning for Collaborative Care in Higher Education

February 24, 2026 | 10:00 a.m.–11:30 a.m.

Ready to shift from individualized accessibility to collaborative care? This workshop helps you develop practical strategies for balancing your accessibility needs with those of your students.

Come prepared with a real ‘sticky situation’ from your context – a moment when your accessibility needs clashed with students’, or where you anticipate future challenges. Through stories and hands-on collaboration, we’ll:

• Reframe relational dynamics in our situations to strategize solutions rooted in collaborative care
• Leave with one concrete strategy and a plan for how to implement it in your own context to help ensure both you and your students have your oxygen masks secured (or better yet, create conditions that keep the plane from going down in the first place!)

This 90-minute workshop is the second in our two-part series on employee and student flourishing. While participation in the first workshop is strongly advised, it’s not required. Don’t have a sticky situation? Don’t worry. You’ll be able to collaborate with others to ensure you can still participate meaningfully in the experiential learning.

Register Now!

These sessions may be recorded, archived, and shared after the event. 

About the Facilitator

Natalie Wigg-Stevenson is Associate Professor of Theology and Contextual Education at Emmanuel College, Victoria University (University of Toronto). While her research focuses on ethnographic approaches to theology, her pedagogical passion lies in decolonizing and ‘cripping’ classrooms through more relationally-rooted teaching and learning design. As a neurodivergent scholar living with chronic illness, she brings both personal insight and professional expertise to helping faculty and staff in higher education not just survive but thrive in their work with students.

Supporting Neurodiversity in Post-Secondary Education Series

February Focus: Supporting Neurodiversity in Post-Secondary Education Series (blogpost)
NeuroChats: Conversations Towards Inclusive Campuses (podcast series)
Designing for Inclusive Learning with AI, February 5, 2026
From Self-Advocacy to Collaborative Care: Supporting Neurodivergent Wellness in Higher Education, February 10 and 24, 2026
Bridging the Gap: Supporting Neurodivergent Learners from Campus to Career, February 19, 2026

We’re excited to introduce the GenAI Teaching Lounge: an informal, virtual space where educators can gather over a hot drink to explore teaching ideas with Generative Artificial Intelligence (AI).  

Curious about using AI tools to support assessment design? Wondering how to centralize student voices when integrating AI into coursework? Or simply want to share your own stories and tea with others? The Lounge is your space to ask questions, exchange ideas, and learn with colleagues. 

No lectures, no recordings—just conversation, connection, and curiosity. Join us for a 45-minute drop-in session designed to generate practical takeaways and strengthen our teaching community. 

Sessions

Sessions will be held from 2:00–2:45 p.m. PT:

• October 21, 2025
• November 25, 2025
• January 13, 2026
• February 17, 2026
• March 10, 2026

Register Now!

This session will not be recorded. 

Hosts  

Gwen Nguyen (she/her) is a Learning + Teaching Advisor at BCcampus supporting the adaptation and evolution of teaching and learning practices in post-secondary education through collaboration, innovation, and digital technologies. Gwen worked as a learning experience designer at the University of Victoria (UVic), supporting educators with developing and delivering face-to-face, hybrid and online courses. She has also worked as a university lecturer and researcher at UVic 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. 

Britt Dzioba (she/her) is a Learning + Teaching Advisor at BCcampus where she works to support educators in developing their digital skills through resource development. As a neurodivergent educator, she is passionate about helping faculty create more inclusive learning environments that support neurodivergent students. Britt holds a Master of Education from the University of British Columbia, specializing in adult learning. Her graduate research focused on digital literacy education in community-based programs.

Helena Prins (she/her) is a Learning + Teaching Advisor at BCcampus, where she coordinates the Facilitating Learning Online (FLO) portfolio. She began her career as a high school teacher in South Africa. Over the past 20 years, she has taught students of all ages and stages on four continents. A golden thread throughout her career has been breaking down barriers to learning. Prior to joining BCcampus in 2020, she worked as a career learning and development advisor at Royal Roads University. 

About the Event

Generative AI is transforming how students learn and produce work, raising urgent questions about how we design meaningful and fair assessments. Join us for this in-person workshop at Camosun College to explore alternative approaches moving beyond simply “catching” AI use, and focusing on fostering critical, authentic, and reflective learning.

We’ll revisit the three purposes of assessment (of, for, and as learning) to examine how each is disrupted and reimagined by GenAI. Participants will explore practical frameworks as potential guides for creating meaningful assessments. We’ll conclude by crowdsourcing alternative assessment ideas that meaningfully and equitably integrate GenAI.

By the end of this session, participants will be able to:

• Differentiate between assessment of, for, and as learning, in the context of GenAI
• Explore different frameworks to evaluate and redesign assessment tasks
• Generate alternative assessment ideas relevant to their own teaching contexts

We encourage you to bring an example of an assessment from a course you may wish to refine or redesign.

We would like to thank Camosun College for their partnership in bringing this workshop to B.C. post-secondary educators.

Registration Coming Soon

This event will not be recorded. 

About the Facilitators

Dr. Gwen Nguyen is a Learning & Teaching Advisor with BCcampus. Gwen holds a PhD in education studies from the University of Victoria and a MA in applied linguistics from Saint Michael’s College. Recently Gwen has developed a keen interest in exploring pedagogical approaches that ethically and creatively integrate AI into teaching and learning. Her work in this area includes developing the open-access BCcampus GenAI in Teaching and Learning Toolkit, facilitating GenAI literacy workshops for faculty, and leading other initiatives supporting educators as they teach and learn in the age of AI.

Dr. Helena Prins is a Teaching & Learning Advisor at BCcampus and coordinates the Facilitating Learning Online (FLO) portfolio. She began her career as a high-school teacher in South Africa. Over the past 20 years, Helena has taught students of all ages and stages on four continents. A golden thread throughout her teaching experiences has been breaking down barriers to learning. Helena holds an EdD in Adult Learning from the University of Calgary.