Dr. Enns’s academic career is marked by her leadership roles and her dedication to inclusive education. She served as Department Head (2009–2014) and Associate Dean (2015–2018) in the Faculty of Education. Alongside her directorial duties, she was a professor in the Department of Educational Administration, Foundations, and Psychology, teaching courses on inclusive education and qualitative research methodology. In 2018, she was appointed Director of the Arthur V. Mauro Centre for Peace and Justice.

Her primary research interest lies in multilingual education for deaf students, with a particular focus on recognizing the language and literacy rights of children. Her research has received funding from the Social Sciences and Humanities Research Council of Canada (SSHRC) and the National Science Foundation in the United States. In 2013, Dr. Enns and her research team made a groundbreaking contribution by developing the first standardized measure of American Sign Language (ASL). This work continues to ensure that culturally appropriate assessment tools are available within educational programs for deaf children.

Her journey at the University of Manitoba began as a PhD student in Educational Psychology, a decision that reflects her belief in the power of education, “I know it’s very idealistic, but after all these years, I still believe in the power of education to transform, equalize, and bring justice. That’s what drew me into Education,” she explains. As an alumna, Dr. Enns cherishes the community spirit at UM, “I think UofM reflects some of the same paradoxes as Winnipeg in that we have excellent scholars and programs, but we are also very accessible and grounded. I am very grateful that I found such a fulfilling career and position in my hometown at the University of Manitoba.”

Dr. Enns’s advice to students emphasizes the importance of curiosity, “ask questions, be open to new perspectives, and be willing to change your mind. Actually, I think the best advice comes from someone much wiser than me, Thomas King and the characters of the Dead Dog Café, and their words: ‘Stay calm, be brave, and wait for the signs!’”

Dr. David Camfield – Future on Fire: Capitalism and the Politics of Climate Change
Associate Professor, Labour Studies Program & Department of Sociology and Criminology

“Only mass social movements have the power to bring about necessary change in the fight to transition away from fossil fuels,” states Dr. David Camfield in Future on Fire. The book delves into this pivotal assertion, exploring the essence of the ecological crisis caused by capitalism and the potential solutions within eco-socialism. Through a thorough examination of the challenges faced by green left leaders and status quo-supporting politicians, Dr. Camfield’s work ignites a call to action for readers to champion the planet’s future. With a focus on the urgent need for transition, Future on Fire stands as a thought-provoking contribution, inviting us to consider the trajectory of our planet and our role in shaping its destiny. Purchase: Future on Fire: Capitalism and the Politics of Climate Change (published by Fernwood)

Dr. Sean Carleton – Lessons in Legitimacy: Colonialism, Capitalism, and the Rise of State Schooling in British Columbia
Assistant Professor, Department of History & Department of Indigenous Studies

In Lessons in Legitimacy, Dr. Sean Carleton examines the complex histories of state-run schools for both Indigenous and non-Indigenous populations in British Columbia. By analyzing the purposes served by these schools, Dr. Carleton exposes their role in promoting settler capitalism and the making of British Columbia. Drawing from history, Indigenous studies, historical materialism and political economy, this book sheds light on the role of schooling in truth and reconciliation, offering a deeper understanding of Canada’s history and fostering meaningful contemporary discussions. Lessons in Legitimacy won the 2023 Canadian Historical Association’s Clio BC prize.  Purchase: Lessons in Legitimacy (published by UBC Press)

Dr. Andrea Charron and Dr. James Fergusson – NORAD: In Perpetuity and Beyond
Associate Professor, Department of Political Studies
Professor, Department of Political Studies

The North American Aerospace Defense Command (NORAD) has encountered significant changes since 2006. Dr. Andrea Charron and Dr. James Fergusson, renowned scholars in international relations, trace NORAD’s evolution, technological advancements and the unprecedented threats it faces in NORAD: In Perpetuity and Beyond. Through their comprehensive analysis, the authors evaluate NORAD’s options and recommend the necessary technological and organizational measures to protect North America. As we navigate an era of emerging challenges, this book serves as an essential tool for both scholars and practitioners in understanding the future of North American defense. Purchase: NORAD: In Perpetuity and Beyond  (published by McGill-Queen’s University Press)

Dr. Christine Stewart-Nuñez – Chrysopoeia: Essays of Languages, Love and Place
Professor, Women’s and Gender Studies Program

Dr. Christine Stewart-Nuñez invites readers to explore the intricate tapestry of family and place through a collection of interesting essays. From Istanbul’s Grand Bazaar to Ireland’s Cliff of Moher, from Hiroshima’s Peace Memorial Park to the heartland of America, each essay in Chrysopoeia transports readers to a different corner of the world. Through poetic reflections on language and place, this book offers an experience filled with inspiration. Purchase: Chrysopoeia: Essays of Languages, Love, and Place (published by Stephen F. Austin University Press)

Dr. Alison Calder – Synaptic
Professor, Department of English, Theatre, Film & Media

Explore the intersections of science, neurology and perception through Dr. Alison Calder’s collection of thought-provoking poems. Dr. Calder skillfully weaves scientific language and lyricism, inviting readers to question power and authority. The book’s two segments, “Connectomics” and “Other Disasters,” explore the brain’s neural connections and cultural perspectives, inviting readers on a journey of self-reflection and understanding. Synaptic raises fundamental questions about our interiority and the intricate relationship between language, art and daily life. Purchase: Synaptic (published by University of Regina Press)

Dr. Andrea Charron and Dr. Clara Portela – Multilateral Sanctions Revisited: Lessons Learned from Margaret Doxey
Associate Professor, Department of Political Studies
Professor, Political Science, University of Valencia, Spain

Dive into the complexities of multilateral sanctions with the book, Multilateral Sanctions Revisited. It offers a comprehensive examination of various types of sanctions imposed by the UN, regional bodies and independent actors. Dr. Andrea Charron and Dr. Clara Portela analyze how different players employ multilateral sanctions and address crucial issues such as implementation, effects, evasion and the challenges posed by emerging technologies like cryptocurrencies. This book, recognized as one of the top 100 nonfiction books of the year by the Hill Times, provides essential understanding for scholars and policymakers. Purchase: Multilateral Sanctions Revisited (published by McGill-Queen’s University Press)

Dr. David Annandale [BA/90, MA/92] – The Tyrant Skies: A Marvel: Untold Novel
Senior Instructor, Department of English, Theatre, Film & Media.

If you’re a Marvel fan, you’ll want to immerse yourself in Dr. David Annandale’s latest Doctor Doom tale, The Tyrant Skies. Dr. Annandale crafts an interesting tale of conflict and intrigue as Doctor Doom faces Red Skull, his deadliest enemy, and confronts a wave of attacks, putting his beliefs, strength and powers to the ultimate test. Purchase: The Tyrant Skies (published by Simon & Schuster)

These books can help to expand understanding, encourage critical thinking or creatively entertain. Whether you are a student, researcher or lifelong learner, we invite you to explore these publications and immerse yourself in intellectual discovery.

It was with this in mind that the Centre for the Advancement of Teaching and Learning (CATL) launched their Teaching and Learning program eight years ago. The program is designed for faculty and instructors who are in their first five years of teaching and who are looking to bolster their teaching skillset.

The two-year program begins as an institute where participants come together to learn core principles about teaching over three days. From there, teachers attend a series of workshops on a variety of topics that they can take at their own pace and are partnered up with a mentor. Mentors are typically faculty members and former program graduates who help participants by observing them in the classroom and providing them with constructive feedback and assessing what they have learned.

“It is a good opportunity to get a better understanding of the pedagogy behind teaching,” says Joanna Koulouriotis, educational developer for CATL and TLC program coordinator. “It gives them very applicable foundational knowledge that they can incorporate while they’re teaching. It’s not just theory; it’s practice. They get an opportunity at these workshops to share ideas and to talk about their own experiences. It’s an opportunity to reinforce what they’re doing that’s working well, to explore some new approaches and new ideas and to see what others are doing.”

Faculty and instructors who are in their first five years of teaching are encouraged to take advantage of the benefits of the Teaching and Learning program. Graduates of the Teaching and Learning Certificate (TLC) program develop the knowledge, skills and reflective practice that enable them to increase their competency level in the teaching-learning process and gain a deeper understanding of evidence-based best practices in higher education. The TLC program is accredited through the Educational Developers Caucus (EDC), a Canadian group for educational developers, which is an affiliate group of the Society for Teaching and Learning in Higher Education (STLHE).

The Teaching and Learning program held their graduation ceremony on September 28, 2022. UM and CATL would like to once again extend congratulations to all the recent graduates!

Read the full list of 2022 TLC Graduates.

But they can be much more.

At the University of Manitoba, syllabi are increasingly meeting students where they live by bringing equity, diversity and inclusion (EDI) to these introduction-to-the-course documents. Teachers are including flexibility around assignments, as well as opportunities for student reflection and input.  

“A theme that emerges time and again at teaching and learning centres is that instructors really set the tone for inclusion in their course through the syllabus,” says Robin Attas, educational developer, equity, diversity, inclusion (EDI) in the Centre for the Advancement of Teaching and Learning (CATL).

Inclusion is not created via a checklist but there are common elements instructors can flag during the process of creating syllabi, says Attas. For example, is there diversity among the authors on a reading list? Is there a land acknowledgment in the document and is this statement deepened through additional course design and implementation elements? Does the syllabus focus on the instructor making the rules, or does it invite students to be part of the conversation?

Being open to student contributions around issues like what grade weight is given to assignments, inviting them to choose some of the course content, or showing flexibility around deadlines to acknowledge pressures and responsibilities outside the classroom demonstrates the instructor cares about them and wants to meet their needs as individuals. 

Attas says inclusive syllabi help students feel like they matter and that can have positive effects on learner outcomes. Research shows students who feel they matter as individuals have better rates of retention.

To help UM faculty create more inclusive syllabi, Attas and her CATL colleagues are facilitating a workshop on developing an inclusive syllabus on Aug. 17. Participants will meet in small groups to get input on one of their syllabi-in-progress “with a focus on inclusive, anti-racist and decolonial principles that are beyond-compliant with UM’s Responsibilities of Academic Staff with Regard to Students (ROASS) requirements.”

CATL also has a project in the works, planned to launch in August, to create a new web resource for instructors to aid in creating inclusive syllabi. Their website also has a wide range of information on EDI strategies, resources and readings.

Some UM instructors have been writing inclusive syllabi for years.

Rebecca Simpson-Litke, assistant professor, music theory at the Desautels Faculty of Music has been creating inclusive syllabi since she was in grad school.

“These are practices that I’ve adopted for many years,” she says. “I’m thinking more and more, as we all are, who is in our classroom?”

“I’m thinking more and more, as we all are, who is in our classroom?”

Simpson-Litke is interested in getting people from all backgrounds into music study, as opposed to what she calls the select and privileged few. An inclusive syllabus can play a role in making students feel they belong in the class, she says.

In the syllabus for her first-year required course in music theory, Simpson-Litke lets her students know that all repertoire is worthy of study and that she encourages and values their suggestions.

“I put that on the first page of the syllabus. I’m excited about the music you’re excited about,” she says.

She also makes it clear she’s flexible about assignments and workload.

“I always have a clause that says if this is difficult for you, talk to me, please,” says Simpson-Litke. “I’ve never felt that students have taken advantage of that in a way that’s inappropriate.”

Simpson-Litke understands why a strict syllabus can appeal to new teachers. It creates boundaries between student and professor and establishes authority.

“It’s okay to show that you care about the students,” she points out. “That doesn’t mean that you’re not strict, that you don’t have high standards.”

“It’s okay to show that you care about the students. That doesn’t mean that you’re not strict, that you don’t have high standards.”

Randy Herrmann is director of the Engineering Access Program (ENGAP) at the Price Faculty of Engineering, which assists Indigenous students succeed in Engineering. He says since he trained as an engineer, not a teacher, he never learned the academic method of writing syllabi. His starting point is what do his students need to know?

For his preparatory physics 1 and preparatory physics 2 non-credit upgrading classes for ENGAP students, his syllabi are sprinkled with humour to explain expectations and deadlines. A cartoon Einstein points to important information. A “this is super-duper important” sticker flags the study topics list.

He also goes over the syllabus with students, having them take turns reading sections aloud and asking them how they’re interpreting each passage. 

In January, Herrmann began teaching a new class with assistant professor Jillian Seniuk Cicek offered to all Price Faculty of Engineering students — Decolonizing and Indigenizing Engineering. It’s the first of its kind in Canada.

The course syllabus, prepared by Seniuk Cicek, has an inspiring and welcoming tone and was introduced to students in the first class in a colourful slideshow format. It begins with a land acknowledgement and encourages discussion and reflection, as well as including information on supports for learners.

The syllabus lets students know they are required to hand in a weekly critical reflection on what they experienced and learned in class. Herrmann and Seniuk Cicek put no restrictions on how students submitted the weekly assignment to encourage student choice and to respect Indigenous pedagogies and ways of knowing and sharing knowledges. Students could choose to submit a written response or an audio/visual recording of their critical reflection, or any other medium, making room for multi-model forms of expression and knowledges. “If you want to do it in interpretive dance, that’s okay,” Herrmann told them.

A less-rigid approach to syllabi is the goal, Herrmann says, as it also supports engineering practice.

After all, Herrmann says, whether in creating a syllabus or in the real world of engineering design, flexibility pays off.

For more information on inclusive syllabi, including web resources, workshops or individual consultation, visit the Centre for the Advancement of Teaching and Learning’s website, or email thecentrecontactus@umanitoba.ca.

TeachingLIFE

UM is a place where we prioritize an inclusive learning and innovative teaching environment, in order to foster a truly transformative educational experience. TeachingLIFE tells the stories of our ground-breaking educators and their impact on student success.

Learn more

Other TeachingLIFE articles

Equitable by design

Working to create a learning environment that is universal and inclusive

Difficult conversations in the classroom

Confronting controversy to lead to a less-polarized society

Creating lasting change

Integrating EDI into the everyday

Learning from the stars, and our backyards

Experiential learning is more than career preparation, it’s life preparation

More from TeachingLIFE

Experiential learning made easy

Land as teacher

Creating an inclusive syllabus

Rethinking UM’s approach to experiential learning

About CATL

The Centre for the Advancement of Teaching and Learning is an academic support unit that provides leadership and expertise in furthering the mission of teaching and learning at the University of Manitoba.

Learn more about CATL

The Centre on Aging will host a workshop open to UM faculty and instructors on November 9 to share information on teaching older adults in the classroom. With many older adults attending these courses already and more will come as the UM’s reputation as an AFU increases. Faculty from UM and Brandon University will share their perspectives on teaching older adults in university courses at the workshop.

What are the benefits and challenges of teaching classes of multi-age students?

Among other benefits, the lived experiences and diverse perspectives of older adults can enrich learning by complementing an instructor’s expertise and introducing different ideas that advance in-depth learning. As well, older adult participation can allay negative age-related attitudes by bringing older and younger students together to discuss topics of common interest. On the other hand, there are recognized challenges related to participation of older adults such as when they offer strong opinions and possibly dominate class discussion, and come with sensory, mobility and technology accessibility issues. Younger students may feel intimidated by the breadth of knowledge of older adult students and their influence on class discussions. Older adults can feel like imposters or members of an age-based minority to the point of experiencing age discrimination.

What does this mean for instructors teaching classes of multi-age students?

Along with creating a welcoming, comfortable, safe space for older adults at the university, it is important to recognize that older adults attend university for different reasons than typical university-age students. Generally, older adults are looking to expand their knowledge for the purpose of personal growth and intellectual stimulation, rather than to equip themselves with skills to begin a new vocation, job or career. It can be useful for instructors to inquire of all students, especially older adult students, their reasons for taking a course.

Related to the classroom, pedagogy/instructor teaching style are significant to the participation of older adults and engagement between multi-age learners. Evidence suggests that in-class discussion, sharing, and small group work support establishing rapport between students of all ages. Specifically, techniques like putting older and younger adults into groups to share perspectives advances intergenerational learning. This approach can extend to lecture-based classes with instructional designs that offers questions and discussion around content of mutual interest. Also suggested is that instructors take advantage of older adults as ‘allies’ to provide reference points or give examples in class. Further, instructors should be cognizant of accommodations that recognize sensory, mobility and technology access issues of older adult students. These could be in form of voice/sound projection, seating arrangements and classroom location.

Interested in learning more?

Register to attend the workshop:

November 9 | 9:30 to 11 a.m.
Register via WebEx for the November 9 workshop: https://bit.ly/3iXhlsW

For more information email the Centre on Aging: coaman@umanitoba.ca 

“I am delighted to welcome Dr. Annemieke Farenhorst to my team. She is an accomplished scientist, leader, teacher and community partner, who will enhance the research enterprise at the UM.” said Dr. Digvir Jayas, Vice-President (Research and International) and Distinguished Professor.

Jayas added, “At this time, I’d like to acknowledge and thank Dr. Gary Glavin, the outgoing Associate Vice-President (Research), for his more than 12 years of leadership and administrative service to the research community.”

Farenhorst currently serves as Associate Dean (Research) and professor of soil science in the Faculty of Agricultural and Food Sciences and is a Registered Professional Agrologist. She joined UM in 1997 and holds a doctoral degree in Geography from the University of Toronto and a doctorandus degree in physical geography and soil science from the University of Amsterdam.

“I am so excited about this new opportunity to further contribute to growing the research community at the University of Manitoba,” said Farenhorst. “Being able to help support the diverse and rich forms of research, scholarly, and creative works at the University of Manitoba, is really a dream come true.

She noted that, “A priority for me in this new role, will be strengthening partnerships with Indigenous communities, which I believe to be at the core of the future of our institution, including successes in student enrollment and growing our research enterprise through two-eyed seeing.”

An active researcher, she holds active grants from the Natural Sciences and Engineering Research Council of Canada (NSERC), the Canadian Institutes of Health Research (CIHR), and the Social Sciences and Humanities Research Council (SSHRC) and has supervised more than 100 students and postdoctoral fellows in natural and social science research projects.

In her capacity as the NSERC Chair for Women in Science and Engineering Prairie Region from 2011 to 2020, Farenhorst helped shape Canada’s Dimension Charter for post-secondary institutions. She is the elected Secretary of Division VI (Chemistry and the Environment) of the International Union of Pure and Applied Chemistry and the co-lead of the United Nations Academic Impact Sustainable Development Goal (SDG) 6 Hub – Clean Water and Sanitation. She led a research training program for First Nations water and sanitation security (2013-2019), as well as a program to advance food security for small-scale farmers in Central America (2005-2014).

As Associate Vice-President (Research) her portfolio will include supporting institutional applications/nominations to programs such as CFI, CRC, NCE, Genome Canada, and the monitoring and guiding of UM’s policies and procedures with respect to research ethics and compliance, specifically, the use of controlled goods, bio-hazardous materials, animals and humans in research and teaching. Farenhorst will also provide leadership towards the integration of equity, diversity and inclusion programming across all disciplines and practices as it applies to research carried out by UM.

Farenhorst has been recognized for her professional contributions through a range of awards including WXN’s Canada’s Most Powerful Women Top 100 Award (2016), the Ms. and Mrs. Ralph Campbell Award for Meritorious Service in University Outreach (2015) and the Queen Elizabeth II Diamond Jubilee Medal (2012) for leadership in pesticide research and community involvement.

She joins Jayas’ team with Dr. John (Jay) Doering, who was recently reappointed as Associate Vice-President (Partnerships) through June 30, 2024.

“We have heard that a digital system would be a very useful tool to our research community in this new working environment and we’re confident it will bring value to users,” says Dr. Jay Doering, associate vice-president (partnerships), who is heading the initiative. “We are thankful for all the hard work and contributions from all team members thus far. We are excited to continue the technical and functional work needed to rollout this initiative, and currently forecast completion of Phase 1 for spring 2021.”

The RAS Project Team includes representatives from Research Services, IST Planning and Governance, Change Management and Project Services, and Privacy and Records Management, and is overseen by the Office of the Vice-President (Research and International). This also includes an Advisory Committee of representatives from faculties/departments to engage and inform the system’s development.

What is RAS?

At completion, the RAS Project will integrate all UM research forms, required research protocols and workflow for Principal Investigators (PIs). Electronic forms will flow from creation to completion, through one electronic system, along the approval process. It will be a single sign-on software system, operating as paperless, one-stop, workflow process for approvers (Department Heads, Associate Deans Research, Deans) and research administrators (Research Grants Officers, Research Contracts Coordinators, Human Ethics Officer, Animal Care Coordinator).

The system will integrate more than 100 research administration forms (including the Funding Application Approval Form aka FAAF), animal ethics, human ethics, contracts and internal grants, with all of the associated attachments, review and approvals. RAS will provide pre- and post-award management (including internal review) and workflow for grants and contracts. 

Virtual presentations with various stakeholder groups at both campuses will be conducted in the coming months.

The first phase of the project is for Human Ethics (non-health) Fort Garry with remaining stages to follow (Animal Care, Grants & Contracts, Human Ethics – Bannatyne).

Details on the project are updated regularly on the UM website

I am writing today to provide information on Fall Term 2020.

I remain incredibly grateful to our faculty, staff and students for their ability to adjust to this unprecedented situation. Careful consideration and planning has gone into determining the best possible experience we can offer our students while supporting the health and safety of our community.

Though we are not able to return to a ‘normal’ Fall Term, I am pleased to share that:

• The University of Manitoba will offer a robust Fall Term through remote learning with some in-person exceptions;
• We will provide students with the preparation that they need to be successful in this remote learning environment;
• We will commit to a safe return to campus when the time is right; and
• We will ensure that our community’s health and safety are at the forefront of all of our decisions.

The University has approved a plan to deliver all possible courses for the Fall Term by remote learning. In rare cases, and with approval, some courses may be delivered in person. In these very exceptional circumstances, we will identify the protocols that need to be in place to accommodate these few exceptions. Students will know this in advance so that they can make informed course selections.

To help support these changes, Senate Executive has approved an extension of the Fall Term for optional in-person critical instruction as determined by Faculties for the period January 5 to 15, 2021. This will ensure that all students (local or international) will be able to begin and complete their studies without having to be physically present for the period of September to December 2020.

Important dates for you to know:

• September 9: Fall Term classes begin
• December 12 – 23: Fall Term exam period
• January 5 – 15, 2021: Fall Term extension for critical in-person activities
• January 18, 2021: Winter Term classes begin

We will continue to communicate further details with you, our students, and our community as efficiently as possible. Updates and answers to FAQs will continue to be posted on UM’s coronavirus webpage.

On behalf of President Barnard and the entire Presidential executive team, thank you! We sincerely appreciate the adjustments that faculty, students and staff have made to conclude the Winter Term, launch the Summer Term and prepare for Fall. Together, we realize that although it is different; the strength of our students, the resilience of our staff, and the passion of our instructors and faculty will carry us through.

Thank you,
Janice

Here are some tips to help you minimize the stress and complete your term successfully:

1. Structure your time: You might feel like you all of a sudden have a lot of free time, but remember you’re still enrolled in your classes. Try to set goals for yourself for each day, prioritize your time, and plan a rough schedule for what you’re going to do each day. Be sure to work in time for eating, staying in touch with friends and family, and getting exercise, as well as doing schoolwork. Click here for some self-care tips. 
2. Check your tech: Be sure that you have access to all the technology that you need to do your course work. This includes exploring your courses in UM Learn (if you can’t access your courses, contact IST), checking your software (such as Adobe Acrobat), logging into your UManitoba email, and making sure you have internet. If you are at home and don’t have access to a computer or internet, contact your instructor as soon as possible.
3. Communicate with your instructor: Your instructor is adapting their course as quickly as possible to meet the need to finish the term online. This means that there may be a lack of clarity in assignment guidelines or assessments, technical errors, or gaps in content. If you have questions, ask your instructor directly – don’t rely on your classmates.
4. Get social, virtually: A number of online tools are available to help you gather virtually, in order to complete assignments and communicate with your classmates. Some of these tools include Zoom and Google Hangouts, both of which are free. In a group assignment, make sure that you have set clear expectations for each group member’s role, your project timeline, and the frequency and manner of communication. (Note that your instructor’s directives regarding individual work still stand in an online environment, unless otherwise noted. Violating your instructor’s expectations by working with others on an individual assignment can lead to an allegation of inappropriate collaboration.)
5. Make use of campus resources to assist you in your work: Even though you won’t be on campus, we are still here to support you in finishing your term successfully. Many student support offices are offering phone, email, and/or video appointments, including: academic advisors, Academic Learning Centre, Libraries and Student Accessibility Services.

Although an online environment can feel informal as compared to in-person instruction, you are still expected to abide by the University’s academic integrity expectations, outlined in the academic calendar and Student Discipline Bylaw. Visit the Academic Integrity website for more information on maintaining academic integrity and avoiding academic misconduct.

Read the full guide to being a successful online learner here.