The CICE-2024 workshops are international forum for both researchers and industry practitioners to exchange the latest fundamental advances in the state of the art and practice, Pedagogy, Arts, History, Open Learning, Distance Education, Math and Science Education, ICT, Language Learning, Education (Early Year, Secondary, Post-Secondary and Higher), E-Learning, and identify emerging research topics. The workshops offer a good opportunity for young researchers to present their work and to obtain feedback from an interested community. All the accepted workshops' papers will be included in the conference proceedings.

The CICE-2024 encourages you to submit workshop proposals. Workshop duration is 1 hour 20 minutes. You can consider organising a workshop that is related to CICE-2024 topics or other areas of education.

The purpose of these workshops is to provide a platform for presenting novel ideas in a less formal and possibly more focused way than the conferences themselves. The format of each workshop is to be determined by the organisers, but it is expected that they contain ample time for general discussion. The preference is for one day workshops, but other schedules will also be considered.

If you are interested in organising workshops for the CICE-2024, please email your proposal to the Your workshop proposals will be reviewed by the Steering Committee.

The proposal must include:

1. The name of the workshop

2. Scope (not more than 200 words)

3. Objectives and Motivation (not more than 200 words)

4. The organiser(s) name(s)

5. The URL of the workshop web site (if available).

Important Dates

Workshop Proposal Submission May 1, 2024
Notification of Workshop Acceptance May 5, 2024

Workshop 1

Title: Becoming a Trauma-Informed Educator: An Interactive Case-Based Workshop


The experience of trauma impacts learning at all stages of education, and can be particularly problematic at the post-secondary level and for people from equity-deserving groups (e.g., racialized, minoritized, 2SLGBTQ+, women, Indigenous People). Within post-secondary institutions, these equity-deserving groups are already marginalized and at risk for poorer learning outcomes. Several occurrences in recent years including the COVID-19 pandemic, the Truth and Reconciliation Commission of Canada’s calls to action, and the Black Lives Matter demonstrations8 have led to the experience of mass trauma that is still being felt, thereby adding additional complexity9. Many forms of trauma can manifest within post-secondary classrooms and among learners in a variety of ways including high absenteeism, difficulty focusing, difficulty retaining and recalling information, poorer academic performance, severe anxiety, stress regarding academic performance, and potentially dropping out. Implementing trauma-informed pedagogical practices could contribute to learning by cultivating safe and equitable learning spaces that support a range of needs and potentially lead to better academic outcomes. Many post-secondary educators, however, are not aware of how to identify or best address trauma due in part to limited knowledge, research, and resources.

Objectives/ Motivation:

If you are interested in addressing trauma-based barriers to learning, and creating safe and equitable learning spaces, this interactive workshop is for you. Informed by all aspects of our trauma-informed pedagogy program of research (including an integrative review, prevalence study, and implementation studies) participants will:

  • Identify the prevalence of trauma among post-secondary students
  • Name the most common types of traumas experienced
  • Explain the potential impacts of trauma on learning
  • Describe trauma-informed pedagogical practices
  • Explore trauma-informed practices that can be applied within courses
  • Appraise the potential benefits and challenges to adopting trauma-informed practices in teaching and learning.

A variety of active learning strategies will be used throughout including:

  • Use of “real-life” case scenario as the stimulus for workshop activities
  • Gallery walk or muddiest point as an introductory formative assessment used to tailor content
  • Small and large group discussions regarding the case study using probing questions
  • Brainstorming practices that could be implemented via break-out discussion with share-back

This workshop aims to bridge the knowledge gap regarding trauma-informed pedagogy. Overall, participants will gain an understanding of how trauma impacts learning and will be empowered to leverage trauma-informed practices to contribute to safe, accessible, and inclusive learning environments for all.


Sandra VanderKaay, Amelia Wilson
McMaster University, Canada

Workshop 2

Title: WHERE DO BLACK CHILDREN GO IN SUMMER? Unmasking social disparities, immigration and health implications


This workshop takes a critical look at some social disparities that negatively impact Black Canadian and Black immigrant children and youth from accessing culturally relevant programs and support in summer. This workshop will examine how Black families and their children struggle to access support in summer and the challenges they encounter (Immigration, status, income, limited local knowledge). In this presentation, I will discuss my experiences as a Black parent, an educator, and a non-profit founder. In addition, this workshop seeks to invite faculty members to re-imagine their positions and scholarships and how they can positively influence marginalized and racialized communities within their localities. This workshop aims to critically examine the often-overlooked question: Where do Black children go in the summer? Beyond the literal sense, this inquiry delves into the intricate web of social disparities, immigration patterns, and health implications that shape the summer experiences of Black children. The summer months, often perceived as leisure and freedom for children, can unveil profound disparities in access to affordable and culturally relevant summer experiences. This workshop seeks to unmask the complex realities faced by Black parents and children during the summer, examining how social, economic, and immigration factors contribute to divergent trajectories. This workshop will also challenge participants to think critically about the role of educational institutions in being active allies and how participants can contribute to a positive difference.

Objectives/ Motivation:

The primary objective of the workshop is to critically examine and illuminate the multifaceted aspects of the question, "WHERE DO BLACK CHILDREN GO IN SUMMER?" Specifically, the workshop aims to:

  • Unmask Social Disparities: Explore and analyze the social disparities that impact the summer experiences of Black families and children, with a focus on access to culturally relevant educational resources, extracurricular activities, educational and community support.

  • Understand Immigration Patterns and Neoliberal Practices: Investigate how immigration patterns intersect with the cultural dynamics of Black families, shaping the choices and opportunities available to children during the summer months.

  • Evaluate Health and Financial Implications: Examine the health implications of disparate summer experiences, including nutritional challenges, limited access to healthcare resources, and the mental health impact of social isolation on Black children.

  • Foster Collaboration: Facilitate interactive discussions and collaborative brainstorming sessions among  participants to identify actionable strategies for addressing summer disparities and promoting equitable experiences for Black children.

  • Inform Research and Advocacy: Provide insights and perspectives that can inform future research endeavours, policy advocacy, and community initiatives aimed at fostering inclusivity, equity, and well-being for Black youth during the summer.


Juliet Bushi
University of Windsor, Canada

Workshop 3

Title: Inclusive Innovation in Science and Tech: Bridging the Technology Skills Gap for Women and other Equity-Deserving Groups


This workshop will provide an opportunity to share research and lessons from programs and policies aiming to bridge the digital skills gap among non-STEM graduates and create inclusive organizations that empower diverse talent. In particular, the workshop will focus on identifying obstacles and opportunities at various levels (societal, organizational, and individual) that shape the experience of women and other equity-deserving groups in technology. The discussion will contribute to an examination of different definitions of expertise, focusing on building broader understandings that are more inclusive of diverse ways of thinking and diverse worldviews. This focus will help address the hybrid skill sets needed to solve our toughest problems.

Objectives/ Motivation:

There continues to be a high level of gender occupational segregation in Canada and little has changed in 30 years. In 1991, women represented 20% of those working in STEM occupations, 30 years later women are just under 24% of the STEM workforce. Not only are women still opting out of computer science and engineering, but other members of equity-deserving groups remain underrepresented in science and technology fields. For example, roughly 50% of STEM-educated immigrants work in non-STEM occupations, most of which do not require a university degree. And according to a MaRS survey on EDI in the GTA, racialized people, women and Indigenous tech workers are paid significantly less than men and non-racialized workers. Some of the key objectives of the workshops are: identify key barriers to a broader participation of women and equity-deserving groups in STEM fields; question narrow definitions of expertise that not only limit the participation of women and diverse individuals, but also limit innovation; explore innovative solutions to these obstacles, based on research findings and experience from programs.


Wendy Cukier
Diversity Institute, Toronto Metropolitan University, Canada