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Thank you for attending the 2019 Learning and Teaching Conference. See you next year!

Thank you for attending the 2019 Learning & Teaching Conference, your participation and insightful presentations helped to make the event a huge success! 

Ryerson has an incredible community of faculty, instructors and staff, and we look forward to hosting future events that continue to bring our community together.

When you have a moment, please fill out the quick survey below.Your feedback is important to us:

From everyone in the Learning and Teaching Office, 
we look forward to seeing you next year at the 2020 Conference!


Each year at the Learning and Teaching Conference, we come together to share practices, experiences, and insights about learning and teaching. This year our theme is Learning Together: Collaboration and Community at the Centre and we are excited to celebrate our learning community. At Ryerson, learning is a collaboration between students, faculty, instructors, and staff. We work together, creating and sharing knowledge, connecting learning inside and outside the classroom, learning in the community and on campus. Our theme recognizes all the ways we put learning at the centre of everything we do.

8:15 AM Registration & Refreshments ENG103
8:45 AM Opening Remarks and Keynote Address ENG103
10:30 AM Concurrent Session A POD, ENG
  Workshop A *Session is Full POD 250
11:30 AM Concurrent Session B POD, ENG
  Roundtable Presentations B Sears Atrium
  Workshop B  Collaboratory
12:30 PM Lunch & Have Your Say: Discussing the 2020-25 Academic Plan Kerr Hall Upper Gym
2:00 PM Concurrent Session C POD, ENG
  Roundtable Presentations C Sears Atrium
  Workshop C  Collaboratory
3:00 PM Concurrent Session D POD, ENG
4:00 PM Special Session POD 250
4:30 PM
Poster Session & Cocktail Reception
POD 250


  • The first author/presenter will be considered the contact for all further communications. It is up to this author to inform co-presenters of abstract submission outcomes. The first author must provide their full name, institutional position, institution, department, email address (required) and telephone number. This author must also indicate the number of co-presenters who are going to present or are listed as authors on the session. For each co-presenter, their name and department must be provided. You may provide information for up to 10 co-presenters.


  • Indicate whether you are submitting a poster, or presentation. You will be required to place your abstract in the space provided. The maximum number of words for this abstract is 250.
    • For the concurrent session, abstracts should indicate the purpose of the session, methods to be used in the session, expected outcomes of the session and what the participants should learn from the session.
    • For the round table discussions, abstract should indicate the purpose of the discussion, expected outcomes, and the type of feedback expected to be received. 
    • For the poster sessions, abstracts should indicate the purpose of the poster, methods used in developing concepts or research, outcomes and conclusions.


  • Available technology is the standard presentation technology found in the classroom. We regret that we cannot take personal AV orders beyond the technology in the PTEC classrooms. Please be sure to bring your presentation on a memory stick, for easy access to the technology. Presentation technology will not be provided for the poster session.


  • Your submission will be peer reviewed by two independent reviewers. Outcomes of this review will be emailed to the first author/presenter. We regret that we can only email the first presenter and thus the first presenter should inform all co-presenters of the outcomes.


  1. All rooms are equipped with full PT podiums. If you are using a Mac laptop and would like to connect it to the podium, please bring your own adapter.
  2. Please bring your markers with you.
  3. Volunteer moderators (graduate students) will be available for your session - they will do the introductions of those who are presenting also will act as a time keeper.
  4. If you wish to have your session evaluated by those attending, please bring your own evaluation forms with you.
  5. Please manage the timing of your presentation, presentations will be running consecutively.

Roundtable Presentations

Roundtables are a presentation format that allows for an intimate discussion about a particular topic or project. It provides time for a brief presentation of the topic, followed by questions and discussion with the participants. A one-page summary of your project can be helpful.

Within the 50-minute session, there will be 3 rotations of 15 minutes each. That means you have an opportunity to give your presentation and engage in discussion three times.

Roundtable facilitator role: The roundtable session will have a facilitator. Their job is to keep time and encourage participants to move from table to table.

Roundtable Presentation Suggestions

  • Prepare an outline of the major points of the presentation.
  • Provide an overview of the project with some key takeaways.
  • Consider including some questions that can be used to guide discussion.
  • Plan for a 7-10-minute presentation.
  • Allow maximum time for participants to ask questions or make suggestions.
  • Ensure that everyone has time to speak.


Set up for the Poster Session will begin at 3:30 pm on Thursday, May 16, 2019

The Ryerson Learning & Teaching Conference Committee warmly invites all in attendance to the Poster Presentations and Cocktail Reception.

This session will give everyone attending the conference the opportunity to meet you and see your posters. Here's the basic information you need to plan your poster:

Display tables will be rectangular and have enough space to display two posters. Tables will generally be shared by two presenters. We will provide 36" x 48" presentation boards, which fold into three panel sections.  
For guidance in preparing your poster, download our handout on Creating an Academic Poster [pdf].
For more information, check out Creating Effective Poster Presentations.


Be innovative.

Look for a different approach to the poster presentation while staying within the spirit of the conference theme. Use text sparingly and consider more graphic and visual forms of communication. If you wish to provide a more detailed text, consider a handout, electronic mailing list, or other forms of extension.

Be interactive.

Explore ways beyond the traditional 'conversation at the table' to involve participants in active learning and promote interaction with your poster. Identify learning outcomes and plan interactions that will foster the achievement of those outcomes. Some possibilities from recent conferences include interactive "draw-on" posters, encouraging additions by sticky-note, including puzzles or participant challenges to your poster.


All posters presented at the conference will be considered for The G. Raymond Chang School of Continuing Education Poster Competition and will be eligible to receive The G. Raymond Chang Trophy.

The 2018 trophy for Best Poster was awarded to Mariam Hashemi Wong, MA, CPF, for Neuro-diversity for Educators.

The Call for Proposals is now closed. The 2019 Learning and Teaching Conference solicited proposals for papers and posters based on streams surrounding excellence in learning and teaching. This year's streams are:

Flexible Teaching and Learning
  1. Providing student agency in the pace, place, or mode of instruction
  2. Building student choice into assessment strategies and the evaluation of learning
  3. Designing flexibility in course content or forms of engagement
Including Diverse Learners
  1. Reducing barriers to learning, providing supports for every student to be successful
  2. Applying principles of Universal Design for Learning in your classroom
  3. Building a culturally diverse curriculum
  4. Creating a culture of empathy, respect, approachability, authenticity
  5. Indigenizing education

Connecting the Student Experience Inside and Outside of the Classroom


  1. Providing students with opportunities to complete internships, community-based learning experiences, capstone projects and other high impact activities
  2. Integrating experiential learning opportunities into your teaching, including, but not limited to case studies, simulations, field trips, debates, or serious games
  3. Integrating students lived experience and existing knowledge into the curriculum
  4. Encouraging students to reflect on their learning and experiences
Technology in Teaching
  1. Integrating technology enhanced learning experiences into your teaching
  2. Using flipped, blended, or online teaching formats to enhance your course
  3. Constructing or implementing innovative tools to support student learning and engagement

Ryerson faculty, instructors, graduate students and staff were invited to submit proposals for:

  • Concurrent sessions (20 minutes) - an individual or group led discussion or interactive demonstration on a topic related to the scholarship of teaching and learning, or a learning project related to the conference themes.
  • Round table discussions (three 15 minute rotations) - A casual discussion with 8-10 people on a topic related to the conference theme. This format is especially recommended for receiving feedback, soliciting opinions, or asking questions about a project or topic.
  • Poster session (to be displayed at the cocktail reception from 5:00-6:30 pm) - A poster describing a topic, innovation or research related to the conference themes.
  1. Submissions were peer reviewed by faculty reviewers and learning and teaching staff.
  2. Abstracts were no more than 250 words.
  3. The criteria for submission review and selection included:
    • Clarity and coherence of submission
    • Clarity of objectives and learning outcomes
    • Contribution to scholarship and/or innovative educational practice
    • Presentation approach and the level of participant engagement
    • Relevance and usefulness to the intended audience
    • Relevance to the conference theme


Located in the George Vari Engineering building on Church St. and Gould St. on the first floor.

Sears Atrium

Located in the George Vari Engineering building on Church St. and Gould St. on the third floor.

Kerr Hall Upper Gym (KHW271)

Located in Kerr Hall West on the second floor.


Located in the Podium building at 350 Victoria St. on the second floor.

The Collaboratory

Ryerson University Library & Archives in 350 Victoria Street, 2nd Floor


Keynote Address

9:00 - 10:15 AM / ENG 103

Keynote Address by Dr. Rajiv Jhangiani

Serving Equity, Innovation and Success through Open Pedagogy

Rajiv Jhangiani

Dr. Rajiv Jhangiani is the Associate Vice-Provost for Open Education and a Psychology Instructor at Kwantlen Polytechnic University in British Columbia.

He is an internationally-known advocate for open education whose research and practice focuses on student-centered pedagogies and the scholarship of teaching and learning. 

Rajiv is a co-founder of the Open Pedagogy Notebook, an Associate Editor of Psychology Learning and Teaching and an Ambassador for the Center for Open Science

Rajiv is a recipient of the Robert E. Knox Master Teacher Award from the University of British Columbia, the Dean of Arts Teaching Excellence award at KPU, and the award for Excellence in Open Education from BCcampus.

His books include A Compendium of Scales for Use in the Scholarship of Teaching and Learning (2015) and Open: The Philosophy and Practices that are Revolutionizing Education and Science (2017).

You can find him online at @thatpsychprof or  

Session A

10:30 - 11:20 AM

Concurrent Sessions



Title and Presenter(s)


A1 POD 358

Learning Outside the Classroom: A Master of Nursing Student Perspective - H. Syed

Experiences of Student-Faculty Research Dyads in the Midwifery Education Program, Ryerson University - M. Sharpe, K. McGrath

Connecting the Student Experience
A2 POD 366

Putting Up the Show: The Very Large Group Project - M.F. Bergmann, B. Thomson

On the Developing of Simulated Experiences - A. Carter

Connecting the Student Experience
A3 POD 368

The Collaboratory as an Inclusive Classroom for Innovation - B. Koivisto

Fostering Peer-to-Peer Learning from Outside to Inside the Classroom - L. Zhang

Connecting the Student Experience
A4 POD 370

Visual Plagiarism: How to Prevent, Educate and Detect- J.P. Foxe, C. Schindler-Lynch, G. Lynch, A. Ridgley

Flexible Learning Resource - What Ryerson Instructors Are Doing - N. Roach

Flexible Teaching and Learning
A5 ENG 101

Indigenizing Curriculum - Approaches, Impacts and Wise Practices - L. Lavallee 

The Beading Circle at Ryerson University - J. Woods, A. Romanovska

Including Diverse Learners
A6 ENG 102

Open Pedagogy Tools: An Introduction - S. Wilson, K. Dermody, A. Ludbrook 

Get to Know Two New Assessment Features in D2L Brightspace in 20 Minutes - DMP Team, M. Barbulescu, S. Goetz, S. Loader, R. Andriati

Technology in Teaching
A7 ENG 105

Free Cloud Services for Teaching Machine Learning: Introduction to Google Colab - G. Tofighi

Dynamic Assessment, Artificial Intelligence and Machine Learning in MTH131 and MTH240 - D. Lam, H. Ebrahimi, S. Samiezadeh

Technology in Teaching
A8 ENG 106

Developing and Implementing Serious Games into Business Ethics Education - M. Baumtrog, S. Ahadi, H. Martin 

NICKEL: A Decision Support Tool for Learning Needs Elicitation Methods for Diverse Users - D. Fels, T. Mahbub, M. Oshana

Technology in Teaching

Workshop A

Location Title and Presenter(s)
POD 250

Engaging with Truth and Reconciliation at Ryerson: A Talking Circle

Facilitators: Monica McKay (Office of Aboriginal Initiatives) and Curtis Maloley (Learning & Teaching Office)

This session offers faculty and staff the opportunity to gather and to discuss ongoing Truth and Reconciliation initiatives at Ryerson. Facilitated by the Office of Aboriginal Initiatives and the Learning & Teaching Office in partnership with the Aboriginal Education Council, we will gather to share cross-campus examples of how offices, units, academic programs, staff and faculty are incorporating or embedding the TRC Calls to Action into the fabric of learning and teaching at Ryerson. Participants will have an opportunity to check-in, to hear about ongoing initiatives that are being undertaken across campus, and to discuss how we can continue to engage students, faculty and staff in the practice of Truth and Reconciliation through the Learning & Teaching Office at Ryerson.  

Session B

11:30 - 12:20 PM

Roundtable Presentations

Location Title and Presenter(s)
Sears Atrium

1. UDL Practices that Work: Stories from the Classroom - M. Schwartz, K. Dermody, H. Willis, R. Andriati, N. Savicevic, C. Mason, S. Koumphol, A.Rauhala, A. Chaboryk, L. Wilson

2. Worlds Colliding: Decolonizing a Quantitative Research Course - S. Preston, J. Anderson, K. Cool, D. Miller, C. Salt, R. White

3. Creating Clear Assessment in Authentic Messiness - C. Hoessler

4. Experiential Learning Abroad: Past Successes and Future Directions, a Two Part Discussion Series - E. Wright, M. Han, A. Ma, K, V. Mai, P. Shannon, M. Zanchetta

5. Advocating for Experience Outside the Classroom: The Importance of my Undergraduate Work Opportunity to my Graduate Career - M. Tempest Grant

Concurrent Sessions



Title and Presenter(s)


B1 POD 358

Supporting Students’ Work Experiences - E. Jones, D. Traynor 

Measuring Graduate Destinations at Ryerson - Where Do Our Grads Go? - I. Ingles

Connecting the Student Experience
B2 POD 366

Wearing Simulated Suits to Class: Working with AI Characters to Connect the Student Experience Inside and Outside of the Virtual Classroom - M. Dick, R. Bajko, C. Schryer, C. Leithead

Getting the Most Out of Live Actor Simulation in your Classroom - K. Turner, G. Kolomayz, B. Massey-Beauregard, J. Doner

Connecting the Student Experience
B3 POD 370

The Reflective Critique - Engaging the ‘Glurban’ South - F. Shaheen 

Write Here, Right Now...and Forever?: Field Notes and Future Implementations of Write Here, Right Now: An Interactive Introduction to Academic Writing and Research - P. Chafe *Cancelled

Flexible Teaching and Learning
B4 ENG 101

Addressing Diversity and Gender Issues in a Cornerstone Design Course - S. Nicholson, F.A. Salustri, W.P. Neumann, M.F. Stewart 

Trans! Creating Gender Non-Binary and Trans Curriculum - M. Fink

Including Diverse Learners
B5 ENG 102

Using Your Ryerson Website to Engage Community Learners - R. Adams 

Writing eBooks with the Library’s Pressbooks Authoring System - R. Adams

Technology in Teaching
B6 ENG 105

Virtual Reality- Based Learning in Professional Education: Best Practices - D. Chandross, E. DeCourcy 

Using iClickers in a Large Class: Its Strengths and Weaknesses - G. Ying Mo

Technology in Teaching
B7 ENG 106

Serving Up Food Studies Online: Teaching About “Food from Somewhere” from Nowhere - A. Moraes, D. Appavoo

Understanding Student Experience in Online Design Education - S. Desai, D. Fels *Cancelled

Technology in Teaching

Workshop B

Location Title and Presenter(s)

Faculty-driven research of teaching: Finding out what makes a difference for students

Facilitators: Wendy Freeman, Kelly McShane, Asmaa Malik, and Ann Rauhala

Have you tried a new assessment method and wondered if it improves learning? Do you have a hunch that students are more engaged by a new activity? Will online discussion increase student participation? We all have questions about our teaching and how it affects student learning. In this special session, we look at some of the methods and tools that allow us to investigate our own teaching, to learn what works, and to discover how teaching can be  improved. Join us to explore the pressing issues in teaching and learning at Ryerson. Share your insights and help guide the development of a scalable set of resources to help tackle these important questions. Participants will benefit from sharing expertise, as well as best practices from the field of scholarship of teaching and learning.

Session C

2:00 - 2:50 PM 

Roundtable Presentations

Location Title and Presenter(s)
Sears Atrium

1. Empathy, Equity and Expectations in Graduate Advising - A. Malik

2. OE Action Plans: Transforming your Classroom to Open - C. Trott, A. Ludbrook

3. Promoting Student Engagement and Learning through Gaming Pedagogy - S. Aksenchuk Lisak, D. Rose

4. The Blended Learning Lab: Creating a Community of Practice in Blended Learning at Ryerson - N. Savicevic, M. Foggett-Parker

5. Open Education Resources (OER) Textbook Publishing Opportunities at Ryerson - S. Wilson, L. Zefi, R. Adams, N. Djafarova

6. Process-based Assessment: Interactive, Embedded, Processfocused Assessment of Students’ Design Thinking - C. Londoño

Concurrent Sessions

Session Location

Title and Presenter(s)


C1 POD 358

From the Seat to the Podium: Graduate Student Reflections on Transitioning to an Instructor Role - J. Sutherland, L. Zannella, Z. Vahedi 

Skills for Success: Implementing Our Learning! - J. Hughes, J. Cabral

Connecting the Student Experience
C2 POD 366

Preparing Students for the Challenges and Opportunities of an Aging Population - D. Hanna, A. Lombardo, A. Clements-Cortes

Promoting Gerontological Nursing Entryto-Practice Competencies in a 4th Year Undergraduate Course through an Interactive Art and New Media Exhibit - K. Newman, L Schindel Martin, M. Zanchetta, S. Bookey-Bassett, F. Gorospe IV, L. Brousseau

Connecting the Student Experience
C3 POD 368

Implication of Communication Skills Enhancement through Project Case Studies in Engineering Education from Professional Perspective - T. Manzur, B. Baten, K.M. Anwar Hossain 

Intention, Reflection and the Creative Process: How to Encourage Self-motivated Learning Using Structured Pitches and Critiques in Workshop Classes in Creative Fields - K. Anderson, Z. Tennant

Connecting the Student Experience
C4 POD 370

Give Them What They Want: Flexible Learning in STEM Continuing Education at Ryerson - A-M. Brinsmead, A.Ferworn 

Online Tutorial as a Replacement of Face-to-Face Tutorial in First- Year Chemistry - L. Chen

Flexible Teaching and Learning
C5 ENG 101

Thriving in Action: The Story of a Ryerson Resilience Intervention - D. Brecher, D.K. Shaffer 

Empowering Leadership From the Inside Out D. Brecher, L. Escandon

Including Diverse Learners
C6 ENG 102

From Introduction to Proficiency: Progressive Approaches to Software Instruction - Z. Finkelstein 

Aligning Technologies in Distance Education: The Case of IT Project Management Course - S. Wu, M.C. Labrie

Technology in Teaching
C7 ENG 105

Blended, Flipped and Supersized: Adventures in Revamping a Mega-Sized Service Course in No Time at All - E. Woyzbun

On-Demand Video Tutorials in Introductory Physics - T. Antimirova, J. Carvalho

Technology in Teaching

Workshop C

Location Title and Presenter(s)

Getting started with open pedagogy

Facilitator: Rajiv Jhangiani

Open Pedagogy is both an access-oriented commitment to learner-driven education and a process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part. It is an approach to teaching and learning that interrogates the traditional roles of the instructor and the student by providing more agency to both. This hands-on workshop will draw on a diverse range of examples to illustrate what open pedagogy can look like in practice before challenging participants to (re)design traditional course assignments so that they are less disposable (limited in impact, audience, and life) and more renewable. Participants will be equipped with practical strategies and a suite of supporting resources as they work collaboratively to generate and provide feedback on one another’s ideas, which will themselves be shared as a public resource.


Session D

3:00 - 3:50 PM

Concurrent Sessions

Session Location Title and Presenter(s) Stream
D1 POD 250 Your Classroom, Student Affairs, and the Library: Towards an Integrated Student Experience  Showcase
D2 POD 358

Learning to Learn With, From and About Each Other: A “How To” Discussion of Learning Outside of Disciplinary Comfort Zones - S. Kaas-Mason 

Building Student Power from the Ground-up P. Davis, J. Beebe

Connecting the Student Experience
D3 POD 366

A 3D Body Scanner, a Group of Students and an Instructor: Building Diverse Curriculum through Collaborative Experiential Learning - C. Phinney

The Sport Project - J. Recupero

Connecting the Student Experience
D4 POD 368

Out of the Classroom and into the Bar: Experiential Learning in Activist Spaces - J. Petrychyn 

Supporting Purposeful Learning for a Meaningful Life with the eCampusOntario Student Experience Design (SXD) Lab - C. Fernlund

Connecting the Student Experience

Flexible Teaching and Learning

D5 POD 370

Discovering Open Education Materials to Use in Teaching - A. Ludbrook, S. Wilson 

Ryerson Open Moments - E. Meger, W. Freeman, M. Schwartz, A. Ludbrook

Flexible Teaching and Learning
D6 ENG 101

Globalized Universities, Internationalized Universities: The Future of Higher Education - M. Reed

Students with Disabilities Experiences in Higher Education - E. Toledo

Including Diverse Learners
D7 ENG 102 Research Ethics in Scholarship of Teaching and Learning (SoTL) - F. Pesteh, M. Baumtrog, B. Hines  Technology in Teaching
Special Session

4:00-4:30 PM / POD 250

Cultivating Excellence: The Future of Learning and Teaching at Ryerson 

Join Michael Benarroch, Provost and Vice-President, Academic, and Kelly MacKay, Vice-Provost, Academic, as they share their vision for learning and teaching at Ryerson. Together they'll discuss our growing faculty support systems, the crucial roles we play in empowering student success and the art of cultivating excellence in times of change.

Poster Session

4:30 - 6:30 PM / POD 250

1. A Genetics Rewind T. Jeyakumar, J. Patel, A. Punithan, C. Abayawardana, S. Matala, K. J. Puddephatt, C. de Araujo
2. A Tool to Explain "How to Draw Scientific Illustrations" For Biology Students S. Sherman, B. Beheshti, K. Puddephatt, C. de Araujo
3. An Innovative Approach to Decision Making in Cases of Suspected Academic Misconduct Academic Integrity Office
4. Be the change you wish to see in your feed: Social Media for Social Good L. Sinclair
5. Building faculty capacity in self-care using mindful practices to enhance and support their teaching-learning scholarship and student engagement J.K. Schwind, E. McCay, H. Beanlands, M. Binder, J. Martin, A. Wang, S. Lisak
6. Clinical Teaching Do's and Don'ts for Preceptors and Teaching Practices E. Allemang, V.V. Wagner, I. Henry, S. Sawyer
7. Curriculum Design From The Perspective Of Graduate Students B. McGovern, T. Cozzella, C. Lubinsky, E. MacGregor, N. Serre, L. Schindel Martin
8. Digital accessibility: A Highlight of the D2L Accessibility Checker & Document Accessibility Tips A. Chaboryk
9. Effectiveness of Videos Being Used as Pedagogical Tools to Teach Basic Laboratory Statistics N. Pereira, A. Laursen, C. de Araujo
10. Evaluating the effect of incorporating a protein based educational video on the academic performance of first year science students in the laboratory component A. S. Safar, M. Ahmed, K. Puddephatt, L. McCarthy, C. de Araujo
11. FELT - Material & Experience in the Ryerson Library B. Jackson, K. Walter
12. From Disorientation To Deliberation: Fostering Transformative Learning In The Global Classroom H. Stahl, C. Usanov, M. Zanchetta
13. How to Support & Engage Students with Academic Accommodations in the Classroom and in Distance Education Courses K. Force
14. Improving the student experience by separating creation and production A. Sharma
15. Learners experience with online learning systems S. Raza, S.R. Bashir
16. Learning in 280 Characters at a Time: a Case for Informal Learning on #Twitterstorians D. Abul-Fottouh, A. Gruzd, P. Kumar
17. Monograph Publishing Support @ the Library S. Wilson, A. Ludbrook
18. Navigating the 'Discomfort Zone' in Pedagogic Innovation L. Jacklin, J. Southworth
19. New and Emerging Instructional Technology Tools DMP Team
20. Perspectives Regarding the Effectiveness of Video Modules as a Pedagogical Resource S. Shakir, A. Hookim-Baker, C. de Araujo
21. Recommending data mining models based on data set features B. Alghofaily
22. Ryerson University Library Collaboratory: Building a Diverse Learning and Research Community Together F. Wang, J. Tran, C. Pietropaolo, N. Brunt
23. Supplementary Video Resources for an Undergraduate Protein Structure and Function Laboratory T. Sun, L. McCarthy, C. de Araujo
24. Teaching With Joy and Happiness: Learning as 'Play' M. Hashemi, Z. Habibi, Y. Nuri, V. Rodrigues
25. To Record or Not To Record: student experiences with a variety of lecture recording approaches T. Tenkate


Past Faculty Conferences

See our archived page for the 2018 conference.


Please direct all questions to: