Pre-Departure Sessions Prepare Exchange Students for Success

"To fail to prepare is to prepare to fail," goes a quote often (perhaps apocryphally) attributed to Benjamin Franklin that encapsulates the spirit of the pre-departure workshop hosted this week by The Global Learning Office. The session focused on risk management for students participating in international travel and study abroad experiences, underscoring the importance of proactive preparation, not just in anticipating tangible risks, but also in developing the intellectual and emotional resilience necessary for navigating unfamiliar environments and unexpected challenges.

The first part of the workshop focused on an approach that explored how a lack of personal reflection and self-awareness hinders personal growth and rewarding international sojourns. The discussion highlighted how embracing discomfort, fostering critical thinking, and bridging diverse perspectives are essential for resilience, independence, and effective cross-cultural engagement, all vital qualities for a successful study abroad experience.

Later in the session, participants focused on elements of risk management aimed at mitigating harm, loss of property, and legal issues. Various categories of risk associated with international travel were discussed, including security, personal, health, political, environmental, and legal concerns. The session emphasized proactive measures like thorough research, planning for contingencies, and practicing self-advocacy. The Ethical Decision-Making Model and the Study Abroad Code of Conduct were introduced as frameworks to guide students in making responsible choices abroad, with a real-world example illustrating the serious consequences of poor decisions.

Participants in the workshop explore elements of critical thinking

Saint Mary’s Student Darcy Eygun Awarded 2025 3M National Student Fellowship

Saint Mary’s University student Darcy Eygun has been named a recipient of the 2025 3M National Student Fellowship, one of only ten students selected nationwide for this prestigious honour.

Presented by 3M Canada and the Society for Teaching and Learning in Higher Education (STLHE), the fellowship recognizes full-time undergraduate and diploma students who demonstrate outstanding leadership and a commitment to transforming education in ways that enrich both academic and community life.

A third-year Honours Political Science student with minors in Global Development Studies and Philosophy, Darcy’s academic and community engagement spans language education, social justice advocacy, and international policy research. He teaches French part-time with the Conseil Scolaire Acadien Provincial (CSAP), delivering inclusive language instruction to more than 600 students and developing culturally responsive lesson plans in collaboration with educators at École Mer et Monde.

“It’s an honour to be named a 3M National Student Fellow,” said Darcy. “More than recognition, the award affirms education as a catalyst for empowerment, connection, and justice. It reflects a commitment to leadership, community engagement and transformative learning—principles that guide my academic and public work."

“Having grown up navigating learning differences and linguistic barriers, I often felt out of place in traditional classrooms,” Darcy added. “Thanks to inclusive learning spaces, strong mentorship, and creative approaches to teaching, I not only found a way forward but also a deep sense of purpose in helping others do the same.”

Darcy’s academic journey includes leading Fair Trade initiatives on campus, conducting field research in post-conflict Colombia and The Gambia, and participating in the NATO Field School. He recently completed his Honours thesis, Extracting Profit, Exporting Harm: Canadian Mining and the Capitalist State in Ecuador, which explores how Canadian institutions facilitate extractive industry interests abroad.

“Education gave me the tools to overcome adversity, and now I’m committed to ensuring others have the same opportunity,” Darcy emphasized. “Whether in classrooms, communities, or global policy spaces, I’ll continue to champion education as a force for empowerment, interconnection, and justice.”

The 3M National Student Fellowship has been awarded annually since 2012 and is one of the highest honours for undergraduate students in Canada. Recipients each receive a $5,000 award and an invitation to attend the STLHE Annual Conference, which will be hosted this year in Saskatoon, SK, at TCU Place.

Darcy also expressed appreciation for the support he received throughout the fellowship application process.

“I’m especially grateful to Dr. Gavin Fridell, Jonathan Shaw from The Studio, and the CSAP for their continued support,” he said.

As part of his application journey, Darcy worked closely with the Scholars Academy, an initiative of Saint Mary’s Studio for Teaching and Learning that supports high-achieving students as they pursue prestigious scholarships and fellowships. Through personalized mentorship and academic advising, the program helps students apply for highly competitive opportunities such as the 3M National Student Fellowship, the McCall MacBain Scholarship, and the Rhodes Program at Oxford.

To learn more, visit: studio.smu.ca/scholars-academy

Celebrating the Success of the Global Skills Opportunity Program

Although it was organized to mark the end of the program, this week’s Global Learning Opportunities (GSO) Celebration was just that: a celebration of the tremendous success of a groundbreaking international student mobility and intercultural initiative at Saint Mary’s University. 

In 2021 and 2022, the Studio’s Office of Global Learning and Intercultural Support was awarded GSO funding totaling just over $875,000 to support student mobility and innovative practices under the Federal Government’s five-year International Education Strategy (2019-2024). The successful funding application, led by Miyuki Arai, proposed responding to the pervasive gap in international mobility opportunities for all Canadian undergraduate students but especially Indigenous students, low-income students, and students with disabilities. “It’s always wonderful to see our students take their studies to all corners of the world, but tonight I’m reminded that over the past four years we’ve been able to support many students for whom international exchanges would otherwise have been out of reach,” said Miyuki. Indeed, more than 70% of the grant funding directly supported students from these backgrounds who traveled to some of Saint Mary’s 130+ partner universities around the globe and beyond. 

The GSO Celebration included a Student Expo featuring a dozen interactive presentations hosted by students who benefitted from GSO funding. Many of the visitors from the university community in attendance were students considering future study abroad options, so they had the chance to speak directly with peers and hear about study programs in South America, Africa, Europe, Asia, and Australia. Complementing the student presentations, representatives from Saint Mary’s Career & Experiential Learning Office were in attendance to describe how students can use what they learn on international learning programs to open new doors upon their return to Canada. And finally, Dr Cathy Conrad and Prof Greg Baker (still feeling the effects of jet lag after a long journey home from West Africa) brought the evening to a close with a lively presentation describing their latest highly successful field school in The Gambia, supported in part by GSO funding. 

The GSO projects could not have been possible without the support of a dedicated team of GSO ambassadors. They facilitated many activities and workshops to provide wraparound supports for GSO awardees in all stages of international learning. They themselves were on their own intercultural learning journeys through their involvement in GSO and cultivated much needed skills and competencies in the area of leadership, cross-cultural communication, teamwork, problem solving, empathy and more. 

The journey from writing the grant proposal to celebrating the life-changing opportunities it brought to so many Saint Mary’s students was a long one, and the challenges of administering this program were formidable. For this reason, the roaring applause in appreciation for the vision and dedication of Miyuki Arai were well deserved! 

To learn more about the GSO program and its legacy at SMU, please visit our website. 

This Project was funded by the Government of Canada through Employment and Social Development Canada (ESDC)

Photo Highlights: GSO Celebration

2025 UArctic Webinar Series

The University of the Arctic (UArctic) is pleased to invite you to register for the 2025 UArctic Webinar Series, designed to explore key issues affecting the Arctic and Northern communities. As a network of universities, colleges, research institutes, and other organizations UArctic supports collaboration for education and research in and about the North. This Webinar Series will bring together experts, researchers, and community leaders to discuss leadership, education, economic development, and health in the Arctic.

Webinar Series Schedule:

Youth Leadership in the Arctic – [REGISTER HERE]

📅 March 5, 2025 | 🕑 2:00 PM NST

·       The role of youth in Arctic governance, climate action, and cultural preservation.

·       Challenges and opportunities for young leaders in the North.

·       Success stories of youth-led initiatives.

Moderator:             Laura Bass, Memorial University (Climate Collective)

Panelists:               Taya Tootoo, Executive Director at the Arctic Children and Youth Foundation

Linda Kristiansen, Professional in Indigenous Affairs at the Arctic Circle Secretariat, and Student Representant at the UArctic Board.

Viljo Vuorimäki, Chair of the LYY - The Student Union of the University of Lapland, Member of the Norwegian Chairship Youth Committee, and UArctic Board Member.

Decolonizing Education and Policy in Canada – [REGISTER HERE]

Moderator and Panelists TBD

📅 May 7, 2025 | 🕑 2:00 PM NST

·       Integrating Indigenous knowledge and perspectives into education and policymaking.

·       Addressing colonial legacies in the education system.

·       Examples of successful decolonization efforts in Canada.

Arctic Economy and Business Development – [REGISTER HERE]

Moderator and Panelists TBD

📅 August 13, 2025 | 🕑 2:00 PM NST

·       Economic opportunities and challenges in the Arctic.

·       Supporting Indigenous-led businesses and entrepreneurship.

·       Sustainable development strategies for Arctic industries.

Arctic Health and Well-Being – [REGISTER HERE]

Moderator and Panelists TBD

📅 October 22, 2025 | 🕑 2:00 PM NST

·       Addressing healthcare access challenges in remote Arctic communities.

·       How environmental changes affect food security, water quality, and disease patterns.

·       Culturally relevant mental health and wellness initiatives.

2025 Mohammad Asadi Lari Council of Fellows Scholarship

In 2020, Mohammad Asadi Lari (3M National Student Fellow 2018) was one of the individuals who lost his life on flight 752, shot down near Tehran, Iran. At that time, Mohammad was in his second year of an eight-year MD/PhD program at the University of Toronto. When Mohammad’s 3M NSF cohort think of him, the words compassionate and dedicated come to mind. In memory of Mohammad, the Council of Fellows established the Mohammad Asadi Lari Council of Fellows Scholarship of $1,000.00 to cover the cost of registration* and other expenses for one recipient to attend Society for Teaching and Learning in Higher Education (STLHE) annual conference (cost and location vary each year). The annual STLHE conference for 2025 will be held in Saskatoon, Saskatchewan from June 10-13.

Karen Young, a past recipient, details their experience preparing an application for the Mohammad Asadi Lari scholarship. Read more here. 

Guidelines:

• You must be a past 3M National Student Fellow award recipient

• You must demonstrate involvement in education advancement initiatives since receiving the 3M National Student Fellowship

• You must not have received the Mohammad Asadi Lari Council of Fellows Scholarship previously 

• Preference will be given to those who demonstrate a commitment to breaking down barriers to higher education

How to apply:

Applicants will submit a 500-word application stating the educational advancement initiatives they have been involved in since receiving the 3M NSF. The deadline for applications for 2025 is February 28. Please send your application by the due date to 3mnsf@stlhe.ca. The Council of Fellows will adjudicate this award based on the criteria and applicants will be notified of their decision no later than March 30, 2025.

Note: This scholarship of $1,000.00 will be put towards STLHE conference registration, travel, accommodation, per diem, Council of Fellows reunion dinner, or any other expenses associated with attending the STLHE conference. If needed, successful applicants will have to seek funding from other sources to cover some of these expenses.

SMU Hosts Government of France Delegation

Avenues for innovative academic and scientific collaboration between Canada and France were on the agenda of a meeting held at Saint Mary’s on Friday, November 29, where new and ongoing research and mobility initiatives between France and Canada were discussed.

The visiting delegation included Jean-François Doulet (Attaché for Scientific and Academic Cooperation), Denis Quenelle (Attaché for Cooperation and Culture in the Atlantic Provinces), and Maureen Berthelot (Chargée de mission, Embassy of France in Canada). The group was received by several Saint Mary’s Deans and department heads led by Dr Jean-Jacques Defert and Dr Sophie Beaulé of the Department of Languages and Cultures.

Maureen Berthelot (left), Jean-François Doulet (centre), and Denis Quenelle (right)

Celebrating Global Connections: International Education Week at Saint Mary’s

“I chose to study at Saint Mary’s because of this field school.” This remark from a student attending an Ancient Studies information session was to set the tone for International Education Week this year, affirming the importance of student mobility in fostering a “World Without Limits” at Saint Mary’s University.

This annual showcase, which included 19 events organized by students, staff, faculty, alumni, and community members, came to a close with the 14th annual Stories from Overseas event, capping off ten days of thoughtful discussion and reflection. “Although it is commemorated in more than a hundred nations and territories around the world each year, International Education Week feels particularly special here at SMU, where internationalization and intercultural learning are so deeply woven into our institutional ethos,” said Miyuki Arai, Director of the Global Learning Office.

Many of this year’s sessions were hosted and attended by visiting international exchange students as well as outbound and returning Saint Mary’s students, all of whom participate in workshops hosted by the Global Learning Office year-round. Many of these sessions are led by Global Skills Opportunity Ambassadors as part of a project funded by the Government of Canada through Employment and Social Development Canada. Two of this year’s cohort of Ambassadors, Rita Andraous and Hanieh Azizi, agreed that finding facilitators to host International Education Week events this year was easy. “Our only challenge was coordinating so many events!” said Rita. Now that the five-year GSO project is winding down, “this year was also an opportunity to reflect on how the Global Learning Office was able to promote amazing study abroad opportunities and provide support for low-income students, students with disabilities, and Indigenous students,” said Hanieh. 

More information

Visit the Global Learning webpage to learn more about SMU’s international mobility opportunities for students, staff, and faculty, and be sure to check the SMU Events calendar to find out about events hosted by the Global Learning office.

International Education Week 2024 Highlights

Día de los Muertos display in the Library

Day of the Dead Cultural Celebration

Day of the Dead Cultural Celebration

Charles P. Allen High School's Better With Bees Team

Charles P. Allen High School's Better With Bees Team

Dr Erica Fischer hosts Day of the Dead Film Screening and Cultural Celebration

Future exchange student Lily Shaw (Class of 2042) enjoys the Korean Culture Cafe

Dr. John Plews describes the Canadian Summer School in Germany

Visiting student presentation on Switzerland

Jonathan Shaw and Junhong Liu hosted the Sound of Culture Workshop

Dr. Sveva Savelli & Dr. Myles McCallum hosted the Ancient Studies Field Schools info session

Dr. Sveva Savelli & Dr. Myles McCallum were joined by students Zéa and Ethan to host the Ancient Studies Field Schools info session

Cristi Jerez Campos and Maricruz Lopez Rios hosted Colombia Field School: Reflections and Memories

Rita Andraous and Hanieh Azizi held the Describe, Analyze, and Evaluate Intercultural Learning Workshop

Daniela from Universidad de Antioquia co-presented the Study in Colombia workshop

Paula from Universidad La Sabana, Colombia co-presented the Study in Colombia workshop

The Study in Colombia workshop, presented by Paula (Universidad La Sabana) and Daniela (Universidad de Antioquia)

Fredrick Nzioki and Prince Foya at the Afrika Mashariki Kwetu (East Africa - Our Home) session

Cora, Karina and Nikolai, three visiting students from Germany, hosted a session about studying in their country

Dr. Jean-Jacques Defert hosted an information session on the Angers Program in France

Dr. Kirrily Freeman introduced the Barbados Heritage Field Course information event

Griffen at the Stories from Overseas event

Kylar Johnson, Indigenous Student Advisor, describes his visit to Japan at Stories from Overseas

Max at the Stories from Overseas event

Marguerite presents at Stories from Overseas event

Where Do You Draw the Line? ethics simulation led by Rita Andraous and Hanieh Azizi

Where Do You Draw the Line? ethics simulation led by Rita Andraous and Hanieh Azizi

Student origami designs from the session led by Miyuki Arai and visiting student Nana Fukuoka from Tokyo Metropolitan University

Origami workshop hosted by Miyuki Arai and visiting student Nana Fukuoka from Tokyo Metropolitan University

Welcoming our Fall 2024 Visiting Exchange Students

The Global Learning Office was delighted to host a welcome session for 20 new international exchange students joining our campus this semester from some of Saint Mary’s 100+ partner universities around the globe.

While some are here to take courses as part of a study abroad program and others to conduct research, all are eager to explore new experiences both inside and outside the classroom. Hailing from Japan, Germany, Mexico, France, Colombia, Norway, Lithuania, Sweden, and the Netherlands, “their presence creates a microcosm of many cultures, which makes the university community richer,” says Miyuki Arai, Director of Global Learning Services. “Visiting students make friends and even help SMU students open their eyes to the possibility of going on exchange themselves – peer-to-peer connections can be a powerful motivator,” she adds.

Several of the students at the welcome session described how they have already established great connections with classmates, and also with faculty, who they described as being passionate about their disciplines and dedicated to making the learning experience engaging. “I hope that the professors, too, enjoy having visiting students contribute different viewpoints in their classes,” says Arai. 

Exchange students are joined by SMU's Global Learning Ambassadors at the Welcome Session on September 5, 2024

SMU Welcomes Three African Scholars

Saint Mary’s University is delighted to welcome three PhD students from Africa who are here to conduct research on sustainable development and Black entrepreneurship.

Catherine Sinje, Prince Fredson, and Fredrick Nzioki will be here for a six-month research sojourn under the supervision of Dr Harvi Millar at the Sobey School of Business. Ms Sinje and Mr Fredson are from the University of Dar Es Salaam Business School, Tanzania, while Mr Nzioki is from Strathmore University Business School, Kenya.

Their visit to Saint Mary’s University is part of the Study in Canada Scholarship Program, funded by the Canadian Government through the Department of Foreign Affairs, Trade and Development. 

From left: Fredrick Nzioki (Strathmore University Business School), Abdiaziz (Global Learning Ambassador, SMU), Rita (Global Learning Ambassador, SMU), Hanieh (Global Learning Ambassador, SMU), Catherine Sinje (University of Dar Es Salaam), and Prince Fredson (University of Dar Es Salaam)

Reflecting on Lessons from Abroad

The Global Learning and Intercultural Support Office recently held their latest re-entry workshop for Saint Mary’s students returning from study abroad experiences all over the world.

Re-entry workshops, held every fall and winter semester for returning students to bookend pre-departure sessions, are an opportunity for participants to carefully reflect on their experiences and engage with others still “processing” the significance of their time overseas. Last week’s event included students recently returned from France, Colombia, Japan, and Italy.

Using guided reflection, participants are asked to consider about how their experiences might have shaped their intellectual growth, intercultural understanding, independence, resilience, and global perspectives. “Whether they were abroad for a year-long exchange, a month-long field school, or language immersion programs, guided reflection can help make students’ experiences more impactful long after their sojourn has ended,” says Jonathan Shaw, Education Developer for Global Transitions, who facilitated a reflection session.

To inquire about global learning opportunities and support services, contact the Global Learning Office by email at Global@smu.ca or visit the office in the Atrium Building, Room 106.

Participants were asked to consider how experiencing another culture might help us better understand where we come from

Colombian Scholar visits SMU as part of Faculty Mobility for Partnership Program

Saint Mary’s University is delighted to welcome Dr Victoria Eugenia Díaz Facio Lince, Professor in the Department of Psychology at Universidad de Antioquia, Colombia. Dr Díaz Facio Lince is visiting Dr Andres Arteaga, Department of Languages and Cultures at Saint Mary’s University, as part of their multi-year research project titled Trauma Narratives and collective resilience among organized groups of women in Colombia after the implementation of the peace agreements between the FARC guerrillas and the Colombian government (2023 – 2026).

Dr. Díaz Facio Lince is an internationally renowned leading expert on trauma studies and mourning with 3 books on mourning and more than 20 peer reviewed papers in some of the most prestigious academic journals in psychology.  This research project is considered a foundation for the two universities’ partnership and will benefit researchers and students from Universidad de Antioquia and Saint Mary’s University.

Dr Arteaga is also planning a two-part visit with Universidad de Antioquia this year to collect data, conduct interviews and facilitate digital storytelling workshops with Dr Díaz Facio Lince. His activities in Colombia are part of the Faculty Mobility for Partnership Building Program, funded by the Canadian Government through the Department of Foreign Affairs, Trade and Development (“DFATD”).

Dr Andres Arteaga (SMU) and Dr Victoria Eugenia Díaz Facio Lince (UDEA)

Polish Scholar visits SMU

Saint Mary’s University is happy to welcome a visiting scholar from a Polish partner institution, Wrocław University of Economics and Business (UEW) this week (September 16-20). The visiting scholar is Dr Marta Nowak, Associate Professor in the Faculty of Management and Co-founder of the Centre for Interdisciplinary Accounting Research at UEW. Dr Nowak’s visit is funded by the European Union’s "Erasmus+" International Credit Mobility Program.

During her visit, Dr Nowak presented lectures in Economics and Accounting courses in the Sobey School of Business as well as engaged in discussions about teaching and research interests and attended the Atlantic Schools of Business Conference being held at Saint Mary’s University.

UEW and SMU have been partner institutions since 2017. UEW’s accreditations and memberships include EUA, IEP, CEEMAN IQA, AMBA, EFMD Global, AACSB, PRME, CFA and more.

Dr. Marta Nowak at Saint Mary’s University

Visiting Scholar from Poland

Saint Mary’s University is happy to welcome a visiting scholar from a Polish partner institution, Wroclaw University of Economics (UEWroc) this week (June 3-7). The visiting scholar is Dr Magdalena Chmielowiec-Lewczuk, Associate Professor in the Department of Insurance as well as the Manager of the Finance Programs at her home university. Her visit is funded by the European Union’s "Erasmus+" International Credit Mobility Program.

During her visit, Dr Chmielowiec-Lewczuk will give lectures in a few Sobey School classes as well as engage in meetings to discuss Finance programming. 

SMU Welcomes Delegation from Caribbean and Latin America

Collaboration Mission for the Emerging Leaders in the Americas Program (ELAP)

Saint Mary’s University was delighted to welcome a delegation from Caribbean and Latin American institutions to our campus on Tuesday November 21, 2023.

Once on campus, the group had a tour of the Burke-Gaffney Observatory led by Dr Vincent Hénault-Brunet, Director of the Burke-Gaffney Observatory, followed by a guided walk through the Inspiration Hub by the President, Dr Robert Summerby-Murray, and an introduction to the Arthur L. Irving Entrepreneurship Centre by Jason Turner, Manager of Student Engagement. 

The group then had the chance to learn about nature-based solutions supporting coastal communities from Dr Danika van Proosdij, Department of Geography & Environmental Studies and Director, TransCoastal Adaptations Centre for Nature-Based Solutions. Their visit finished with a welcome luncheon where each guest had the chance to interact with Saint Mary’s faculty, staff, and students from a wide variety of areas and disciplines.

The Canadian Bureau for International Education (CBIE) organized the 2023 Collaboration Mission for the Emerging Leaders in the Americas Program (ELAP). This year’s Collaboration Mission is funded by Global Affairs Canada (GAC) and focuses on the theme of Natural Resource Management and Environmental Technology. The delegation consisted of representatives from Argentina, Bolivia, Brazil, Cayman Islands, Costa Rica, Dominican Republic, Ecuador, El Salvador, Peru, and Turks and Caicos as well as members of GAC and CBIE.

During the Collaboration Mission, a group of 11 delegates from Caribbean and Latin American institutions travelled around Nova Scotia, Prince Edward Island and New Brunswick from November 19-24, 2023, to visit universities and colleges, meet with their counterpart representatives and participate in networking events. Saint Mary’s University was chosen as one of the hosting institutions.

The goal of the Collaboration Mission is to encourage formal partnerships between Canadian and Caribbean and Latin American institutions that lead to increased bilateral mobility and research opportunities. The Collaboration Mission is a key feature of the Emerging Leaders in the Americas Program (ELAP). After the tour of the Maritime institutions, the delegation attended CBIE’s Annual Conference in Vancouver from November 26-29, 2023.

International Education Weeks 2023

Celebrating Global Citizenship: International Education Weeks 2023

"Every conversation is a journey into a new world." This remark from a participant at this year’s International Education Weeks (IEW) at Saint Mary's University encapsulates the spirit of the annual celebration highlighting the value of international and intercultural education.

Celebrated in more than 100 nations around the world each year, the event highlights the important role that international education plays in fostering global citizenship. Here at SMU, it’s also an opportunity to showcase wonderful opportunities for students, faculty, and staff to participate in intercultural learning on campus and around the world. 

Held this year between October 30 and November 17, the Global Learning and Intercultural Support Office hosted a wide range of information sessions and workshops offered in partnership with various university departments and community members across campus. “This year, we were able to offer a record number of events thanks to the support of SMU community members and a mighty team of Global Skills Opportunity Ambassadors,” said Global Learning Office Director, Miyuki Arai. Global Skills Opportunity Ambassadors are SMU students who help promote study abroad opportunities and deliver supports for low-income students, students with disabilities, and Indigenous students. Learn more about the program here.

More information

Visit the Global Learning webpage to learn more about SMU’s international education opportunities as well as how students can participate in the Global Skills Opportunity Ambassadors program. Any inquiries or request for more information about opportunities and events presented during IEW2023 can be directed to Global@smu.ca.

IEW2023 Showcase

Day of the Dead Community Altar

The week began with the Day of the Dead Community Altar at the Patrick Power Library. This tradition, running from October 29 to November 3, offered a space for the SMU community to honor and remember departed loved ones.

Study Abroad Information Sessions: Bangladesh, France, Thailand, Norway, and Korea

A series of informative sessions about studying abroad in Bangladesh, France, Thailand, Norway, and Korea offered students a global perspective. Exchange students, including Anas from North South University, Pat from Srinakharinwirot University, Samuel from ESSCA Ecole de Management, Vilde from the University of Oslo, and Daeun from the University of Ulsan, shared their unique experiences, providing insights into the academic and cultural dynamics of their respective countries.

Colombia Field School & Study, Research, Teach in France

On October 31, attendees engaged in a presentation by Dr. Andrés Arteaga on the Colombia Field School, which illuminated the significant roles of grassroots organizations in shaping Colombia's historical memory and peace initiatives. Following this, the session titled 'Study, Research, Teach in France' welcomed Noémie Thirot and Mélaine Ricard-Boulieu from the French Embassy (Ottawa) and the French Consulate (Moncton), who detailed diverse opportunities available in France for study, teaching, and research.

Global Learning Open House and Global Vending Machine

The Global Learning Open House and Global Vending Machine offered an opportunity to meet with Global Learning Team and exciting exploration of global cultures through snacks.

Killam Fellowships Information Session

The Killam Fellowships Information Session presented a transformative opportunity for Canadian students to study in the United States.

Metaponto Field School & Villa of Titus Archaeological Field School

Following, Drs. Sveva Savelli and Myles McCallum provided archaeological perspectives in the Metaponto and Villa of Titus Archaeological Field Schools sessions.

Year 2 at SMU: Study Abroad & Intercultural Panel Discussion

The 'Year 2 at SMU: Study Abroad' session informed students about study abroad opportunities, spanning all faculties, and detailed the application timeline, accompanied by a pizza lunch. An Intercultural Panel Discussion, facilitated by international students, fostered a dialogue on developing intercultural competence.

Women & Gender Studies Special Event

Nuestras Muertas, Nuestros Muertos: Decentering Gender & Decolonizing Feminist Epistemology

The week concluded with 'Nuestras Muertas, Nuestros Muertos,' a conference featuring guest speaker Yuderkys Espinosa Miñoso and the screening of "Las Tres Muertes de Marisela Escobedo." This full-day event was organized with support from SMU Dean of Arts Office/Arts with Impact, SMU WGST Program, SMU Patrick Power Library, SMU Global Learning and Intercultural Support, SMU Languages and Cultures, MSVU Library, MSVU International Education Centre, and the MSVU Office of Student Experience.

Urban Meadows Project Update

The Global Learning Office was pleased to welcome back the Better with Bees Team from Charles P. Allen High School in Bedford, NS, for their second presentation. Reflecting on the year since their initial appearance during IEW 2022, they shared updates about the Urban Meadows Project, impressing the SMU community with their continued dedication, knowledge, and enthusiasm. To watch the Better with Bees' work, view their documentary at https://youtu.be/7mxWywgq8gg, produced by their skilled documentary team.

Angers Program Information Session

Dr. Sophie Beaulé hosted an informative session about SMU’s longstanding partnership in Angers, France. Students have been attending this French language-learning program since the 1970s, and it remains one of our most popular study abroad destinations today. Allons-y!

Canadian Summer School in Germany (CSSG)

Dr. John Plews led a virtual presentation on the Canadian Summer School in Germany, a program where students can learn German, explore the country, and meet local friends.

Travel the World with SMU Student Societies

Travel the World with SMU Student Societies session allowed attendees to interact with representatives from different student societies, offering insights into diverse global cultures.

Interactive Session: The Sounds of Culture

On November 16, 'Interactive Session: The Sounds of Culture' took participants on an auditory journey, exploring the diverse cultural sounds from across the world. This session offered a distinctive approach to understanding global cultures through their auditory landscapes.

Info Session: Difficult Heritage Field School (Paris and Berlin)

An informative session on the Difficult Heritage Field School, presented by Drs. Jason Grek-Martin and Kirrily Freeman, explored historical sites in Paris and Berlin, illuminating aspects of history and memory in these European cities.

IEW Signature Event:
13th Annual Stories from Overseas

The International Education Week culminated with the 13th Annual 'Stories from Overseas' event. This gathering was designed to help participants challenge their preconceptions and beliefs, fostering a culture of understanding through the UNESCO Story Circles workshop. Aimed at addressing the Sustainable Development Goals 4 (Quality Education), 5 (Gender Equality), and 16 (Peace, Justice and Strong Institutions) of the 2030 Agenda, the program showcased the broad scope of international education. Reflecting on the event, an attendee noted, “These stories highlight the transformative nature of international education,” emphasizing the profound impact of the shared narratives.

Stay tuned for the 2024 call of proposals and join us in next year’s celebration of international and intercultural experiences at Saint Mary’s University!

Unissued Diplomas Exhibition

A student reads about the lives of Ukrainian students killed in the Russian war against Ukraine

Unissued Diplomas puts a face to “interrupted lives” in Ukraine

By: Jonathan Shaw, Educational Developer

Polina had planned to be an English teacher and dreamed of visiting the ocean with her fiancé, but she was killed in an artillery strike in March at the age of 20. Oleksandra had been studying Spanish and Turkish and wanted to be a diplomat, but she died in July at the age of 18 when she was hit by Russian missile as she headed to a driving lesson.

These are just two of the 36 young Ukrainians featured in a photographic exhibition that opened on Tuesday at Saint Mary’s. More than 50 universities around the world are hosting the “Unissued Diplomas” installation to commemorate the lives of Ukrainian university students killed during the Russian war against Ukraine, which has now entered its second year.

Each photograph is paired with a ‘diploma’ that provides biographical notes, and they are all connected by red string representing what Kateryna Rudenko calls the “blood thread of interrupted life”. One of three Ukrainian student organizers of the exhibition at Saint Mary’s, Kateryna was displaced by the war and is now studying at Dalhousie University. “As Ukrainian students abroad, it’s our duty to tell the stories of these young people, which all assemble into one narrative of Ukrainian resistance,” she says.

Some of these students were killed while going about their lives on the streets of towns and cities across Ukraine, while others were soldiers who fell on the battlefield. “With this exhibition we would like to show that full-scale war in Ukraine is still going on. Every day, our country has losses among civilians and military. The world should not stop supporting Ukraine in our fight for global freedom and democracy until we achieve victory,” says Yaryna Tylchak.

To many Canadians living on the other side of the world, the war in Ukraine might seem like a distant nightmare. “This war is a brutal reality for so many people. I want you to see their faces and read the stories of ordinary people,” says Artem Kichydzhy, “and I want you to emotionally connect with them”.

The Unissued Diploma exhibition is being held on the second floor of the Atrium, and runs until Wednesday, March 22. Read more about this project on the Unissued Diplomas website. The exhibition is accepting donations for students who stay behind and “sacrifice their time and education to work for Ukraine's freedom”.

Studio Workshops on CCR

The Studio’s Writing Centre is pleased to announce that its undergraduate workshops are now recognized and included in the university's Co-Curricular Record (CCR). As a hub for academic communication support, the Writing Centre provides a wide range of services, including individual and group tutoring, workshops, in-class presentations, and online support, all free for students, faculty, staff, and alums.

This new development offers students recognition for students’ participation in workshops and showcases their skills and achievements. These workshops are designed to assist in developing writing abilities and contributing to academic success and are a valuable resource for students seeking to improve their CCR.

Stay informed about upcoming workshops and events by visiting our events page at studio.smu.ca/calendar and following us on social media.

ChatGPT in the Classroom

ChatGPT in the Classroom

Paul Maher, Educational Developer – Digital Learning
The Studio for Teaching and Learning

What is ChatGPT? 

ChatGPT is an Artificial Intelligence (AI) chatbot released in late 2022. Like other chatbots, ChatGPT is a text-based interface where an AI responds to queries or prompts from a human. What makes ChatGPT notable is the degree of its sophistication in its responses. Originally taught by human trainers, ChatGPT can apply procedural knowledge gained from solving problems to guide its approach to solving future ones (transfer learning). The ChatGPT interface is relatively easy for anyone to use. While it may require few attempts to get the phrasing right for a specific request, the interface works with plain language, meaning you don’t need to know code to use it. 

ChatGPT will remember what it states in previous threads of the dialogue and can build upon these answers, meaning the AI is able to respond to complex and process orientated tasks. A human user can ask ChatGPT to help with anything text based. Examples of tasks include: 

• develop a presentation outline on quantum mechanics 

• write a poem on love in the style of Emily Dickenson 

• write a 1,000 essay on how archaeological records from Pompeii explains the impact of eruption of Mt Vesuvius 

• compare the business models adopted by tech giants Google and Amazon 

Is ChatGPT a good thing?  

There are divergent perspectives on this topic. ChatGPT, is the culmination of extensive machine learning. The result of significant success in technology and human training working in tandem to produce the interface. The ability to access, filter and synthesise volumes of information makes ChatGPT a powerful research tool. 

Many are concerned that ChatGPT will result in a surge in instances of plagiarism. This concern is legitimate, as the text ChatGPT provides has a degree of sophistication sufficient to appear as human. The writing produced is clear, coherent, personable, can present an argument and incorporate multiple viewpoints. While some strategies exist to identify text generated by AI, it is possible for a student to ask the AI to generate an ‘original’ essay, poem, or report, which they submit as their own work.  

The issue may not be the existence of the AI, but rather the manner students and researchers interact and use this tool. For example, the human user can ethically use the information generated by the AI to scaffold and support the gathering and synthesis of research when preparing an assignment for submission. The dialogue can provide a diagnostic to ensure a good degree of scope of research material has been factored in.   

ChatGPT draws on an array of information sources and follows a rigorous self-review process there are substantial limits to the information it provides. The AI draws on information in existence and is limited to knowledge before 2021. The sources the AI draws on also are likely to contain bias, reflective of broader systemic inequities and power imbalances.

How prevalent is its use?  

There is already evidence of widespread use of ChatGPT in academia. Users are often locked out from the interface for extended periods, indicating how much activity on Open AI has exponentially increased since its release in late 2022. Developers post humorous comments indicating that the AI is overwhelmed by requests asking users to be patient as they look at ways scale access and meet the rapid increase of activity via the online interface.  

ChatGPT is a tool that is likely to improve on its performance quickly meaning an increase in activity is expected to continue at an exponential rate. It is safe to assume that use of AI has occurred throughout university communities, either as a preparatory tool to support students and faculty, or to fully produce text which is then presented as original research–without crediting the source.  

What are people saying about potential impacts for higher education?

There is early indication that ChatGPT will significantly impact on learning and assessment in higher education. The following are some examples of the range of expert commentary on the topic, some of the suggestions may run counter to considerations of accessible and inclusive education: 

• Calling for a return to handwritten invigilated in-person exams.  

• Concerns this tool may jeopardise the practice of open tests and take-home exams. The practice of which enable students to demonstrate their developed understanding of applying the knowledge they have acquired in the class as well as providing a viable alternative assessment for those students who experience anxiety with timed in-person tests and exams.   

• Advocating the use of oral tests or on-the spot demonstrations of competence. While this could have negative accessibility impacts, when done well public displays of competence are a high-impact practice.   

• Higher education needs to adopt this as a tool to augment learning, because this is the way of the future. Humans and machines are increasingly going to enter into dialogic relationships and future generations need to understand the nature of these relationships.  

• Practices of assessment will need to evolve, and new conceptions of ethical collaboration will need to be developed. 

• Heightened expectations for critical thinking and digital literacy both in relation to identifying the limits to information as well as qualities of what it is to belong to an intellectual community. 

Is there a way to identify ChatGPT?

Yes and no. Plagiarism software, such as Turnitin are looking to address the issue. There are also alternative free access AI detectors, such as https://openai-openai-detector.hf.space/ However, it should be assumed that students can make modifications to the text which bypass the detection software.

Which courses and assessment are less likely to be impacted? 

Some courses and assessment practices with the following attributes may be less significantly (or not) affected by this:  

• High levels of authentic assessment that expect students to respond to specific contexts, draw on local or personal experience and a strong reliance on process.  

• Reflective and metacognitive activities which require course content be integrated and assessed in a personal way and through lived experiences. OR 

• Any learning or course activity which is personally meaningful to students in that it connects to their sense of purpose or specific values. Examples include achievement, service learning, experiential learning, research, and self-directed learning.  

• Courses which have established strong cultural norms and expectations on academic integrity and ethical work practices. This could be related to discipline based professional  

• Many of these qualities are already associated with experiential learning, high impact practices or learner centred pedagogies.  

Potential solutions  

1. Use digital diagnostic tools to identify instances of plagiarism.   

• Use plagiarism software.   

• Open AI detector- https://openai-openai-detector.hf.space 

2. Require a summary or synthesis of larger assignments, through which students demonstrate their understanding of the topic:  

• 3-minute thesis, an abstract, short oral presentation, A GIST statement,  

• Answer questions related to how they completed or prepared for their assessment (cognitive wrapper).  

3. Ask students to incorporate context specific or unique content into their assignment, like a demonstration, a graphic element or analogue processes.  

4. Incorporate meta-cognitive processes into your assessment.  

• Ask student to explain, and evaluate their process,  

• consider the implications if they followed an alternative process.  

5. Leverage reflection. At best AI can only scaffold students to prepare a thorough reflective response. The deeply personal and holistic characteristics of reflection, when done well, offer faculty a very useful measure on how thoroughly a student has learned something.   

6. Establish cultural norms on academic integrity, for example  

• Students prepare a meme, video or statement on why cheating is unethical and will negatively impact on their learning.  

• Students agree to a pledge that confirms they will conform to specific ethical academic behaviours.  

7. Review your course and the context it operates in to identify any conditions which make cheating or unethical behaviours an attractive option for your students. Look at ways to remove or mitigate these factors to reduce the attractiveness of cheating.  

8. Incorporate the AI into the course and potentially invite students to take leadership on how it can be ethically used in completing course requirements. OR  

9. Ask students to generate material with ChatGPTand than critically reflect on the information. One example could be to use Socratic questions e.g.  

• Do I agree / not agree with the perspective provided by ChatGPT?  

• What alternative perspectives could be considered? 

• What are the limits to the information it has generated?  

10. Design assessment that requires students draw on or use course materials, not available to the AI.  

Faculty Roundtable:
ChatGPT in Higher Education

Friday, February 17 | 10:30am to 12:00 pm
Atrium 340 (CLARI)

Bibliography and further reading: 

Alby, Cynthia. “ChatGPT: A Must-See Before the Semester Begins | Faculty Focus.” Faculty Focus | Higher Ed Teaching & Learning, 9 Jan. 2023, www.facultyfocus.com/articles/teaching-with-technology-articles/chatgpt-a-must-see-before-the-semester-begins. 

Further resources from Cynthia Alby: 

https://learningthatmatters.weebly.com/resources.html 

https://docs.google.com/document/d/1ERCgdylG2LyOeL93aWrK6Jf97N_m1qaueN9W4kzO0Rk/edit#heading=h.ro79zvvermui 

D’Agostino, Susan. “Academic Experts Offer Advice on ChatGPT.” Academic Experts Offer Advice on ChatGPT, www.insidehighered.com/news/2023/01/12/academic-experts-offer-advice-chatgpt. Accessed 26 Jan. 2023. 

Watkins, Marc. “Guest Post: AI Will Augment, Not Replace | Inside Higher Ed.” Guest Post: AI Will Augment, Not Replace | Just Visiting, www.insidehighered.com/blogs/just-visiting/guest-post-ai-will-augment-not-replace. Accessed 26 Jan. 2023. 

Svrluga Susan. “Was that essay written by AI? A student developed an app that might tell you.”  https://www.washingtonpost.com/education/2023/01/12/gptzero-chatgpt-detector-ai/ 

Introducing Creator+ on Brightspace

D2L launches the Creator+ package and extends the Brightspace Editor with new features to help you create more dynamic customized content in your course. In addition to all the basic Brightspace Editor features, these Creator+ features make it easier for non-technical users to customize content to meet their needs.

What is it?
Instructors can now build dynamic content and media experiences with these new easy-to-use tools that appeal to the love of learning, improve comprehension, and achieve higher engagement for instructors and learners.

Creator+ offers the following 4 main tools for content creators to enhance their course content:

• Insert Elements enables users to create dynamic content following instructional design best practices, easily and seamlessly. Examples are Accordions, Click and Reveal, Timelines, and Flip Cards.

• Practices can be used to deepen comprehension and reinforce concepts using formative practice questions in Content HTML topics. Examples of Practices are Multiple Choice, Sequencing, Sorting, and Fill in the Blanks.

• Advanced Media using Capture App to quickly capture screen and video learning assets that can be automatically captioned, edited, and used across your courses.

• Creator+ content templates that you can easily edit with Creator+ tools to get started quickly.

How Can I Learn More?

Visit Creator+ and Media Library on the Studio webpages!

Enroll in our Creator+ Best Practices course on Brightspace! To enroll, go to the SMU Brightspace Homepage, on the NavBar click Discover. Find the Creator+ Best Practices course in Featured, select it and Enroll. Once in the course, navigate to Content where you will find videos and demos of each element and practice.

If you have any questions or need some guidance on how to use these new tools, please reach out to the Software and Application Support Centre – SAS@smu.ca, or drop by our office at AT 107.

Creator+ Information Sessions:

Monday, December 19, 2022 - 11am

Join Zoom Meeting
https://smu-ca.zoom.us/j/84650257688?pwd=MllwTWx5VnFkU3JEaW02TEduNTNEdz09&from=addon

Meeting ID: 846 5025 7688
Passcode: 984489

Tuesday, January 10, 2022 - 2pm

Join Zoom Meeting
https://smu-ca.zoom.us/j/88509521784?pwd=c0hNa3I2UUk1M3VGaU0wNmJDMHgvQT09&from=addon

Meeting ID: 885 0952 1784
Passcode: 985569

International Education Week

Connecting, Building, and Sharing: Exploring the world with SMU’s International Education Week

November 26, 2022 

“In my family, we have this saying “Joue bien, mange bien et dort bien, et le rest s’arrangera.” “In Japanese, we have multiple pronouns for the first person. It really depends on the context, such as formality and genders.” These are just a few examples of cultural knowledge shared in the Global Vending Machine event during International Education Week 2022. 

Saint Mary’s University celebrated its annual International Education Week (IEW) on October 31-November 4, 2022. The week-long event highlighted the value of international education through 14 events, ranging from information sessions about the exchange program and international field schools to a voyage around the world through the Sounds of Culture, the capstone event “Stories from Overseas”, and the local high school’s climate action project, Better with Bees. Events were held in-person and online and were offered in partnership across many university departments and with community members. 

“IEW is an important opportunity for our students to engage with their international and intercultural communities in Halifax and abroad. It was exciting to bring our events back to an in-person environment and delve into important topics of culture, experience, and engagement,” said Michaela Peters, Project Manager in the Global Learning and Intercultural Support Office. 

International Education Week is an annual celebration held in more than 100 nations around the world to highlight the important role that international education plays in fostering global citizenship. Every year, the Global Learning and Intercultural Support Office hosts IEW to celebrate international and intercultural education opportunities on campus and around the world for SMU students, faculty, and staff. 

Explore the highlights of IEW 2022 and event recordings at https://studio.smu.ca/iew2022. Stay tuned for the 2023 call of proposals and join us in next year’s celebration of international and intercultural experiences at Saint Mary’s University. 

Visit the Global Learning webpage to learn more about SMU’s international education opportunities.