2025 TRACKS & SESSIONS
Oral Presentations: Formal, individual presentations on various conservation topics will be scheduled in general sessions depending on the specific “Track” in which it was submitted and the thematic content. The abstract submission form requires the selection of a preferred presentation format (oral) and whether you are submitting your abstract as an individual or part of an organized panel. The Session Chair may suggest that you change your proposed format depending on the novelty, relationship to the theme, available time in the program, and whether or not the content has been previously presented.
All presenters must be registered conference participants.
Please, do not submit the same abstract in multiple formats.
Track:
EDUCATION
Sessions & Session Descriptions:
Innovative Approaches to Researching, Designing and Implementing Cannabis Education Resources
In recent years, the legal status of non-medical cannabis use has been shifting throughout much of North America. In the United States, the non-medical use of cannabis is currently legalized in 24 states, and in 2018 the Canadian Cannabis Act was passed, legalizing cannabis across all provinces and territories, with restrictions varying across jurisdictions.
Within this context, there continues to be a priority need for developing and promoting cannabis education resources that are aimed at individuals and communities who experience barriers to obtaining cannabis related information. Importantly, although some public education efforts have attempted to target hard to reach populations, many have fallen short of consistently accessing them. Research has consistently shown that when cannabis education is inaccessible or where fears of stigmatization of one’s cannabis use prevents individuals from seeking out information, they turn to a wide range of alternative sources including the internet and word of mouth. While some alternative sources provide valuable knowledge and evidence, there is also the potential to access misinformation and conflicting and confusing messages about the effect and impact of cannabis use. Consequently, there is a dire need for sustained investment in public education and awareness with a view to developing innovative communication and knowledge mobilization strategies that reach priority audiences and increase the amount of people who are exposed to and retain cannabis education.
This panel is aimed at sharing and promoting innovative approaches to cannabis education and awareness to support informed choices for a diverse range of individuals and communities. Abstracts can include but are not limited to research and knowledge mobilization activities on and about: cannabis education aimed at health and social care providers, pregnant, lactating and parenting individuals, youth, seniors, racialized communities, people living in poverty, and other marginalized and/or hard-to-reach populations. Abstracts that include the involvement of community partners and/or people with lived experience are of particular interest.
From Seed to Skill: Cultivating Cannabis Education Programs
The legal cannabis industry is one of the newest and fastest-growing global industries. As such, the maturing global cannabis industry faces a critical need: a skilled and educated workforce. In response, colleges and universities are stepping up, but what does cannabis education look like? Institutions of higher education have recognized the need for workforce training and have begun to offer programs in cannabis studies and sciences ranging from certificates to graduate degrees. As more colleges and universities add cannabis related courses, curriculum, programs, and degrees to their offerings, the need to step back and assess what it means for the field of cannabis education more generally becomes necessary.
Cannabis educators of all types - instructors, program coordinators, curriculum creators, etc. - are invited to share their knowledge of and experiences in this important, emerging field of education. Submissions focused on one of two general topics are encouraged:
1. Presentations focused broadly on cannabis-related program offerings. That is, descriptions and analyses of the number, types, locations, etc. of cannabis education programs offered in the U.S., Canada, and elsewhere. Submissions should also discuss the implications of their findings for everyday cannabis education practices and program administration.
2. Presentations focused on efforts to establish, administer, and teach specific cannabis education programs. Presentations should share responses to questions such as: What programs are offered? What classes are taught? Who teaches them? What are the challenges? What are the successes? What resources are used/needed? Share the process by which the program was created. How was the process initiated? Was the process contentious or well-received? Who were the allies, who were the detractors? What are the "lessons learned" and future directions?
Presenters should strive to empower session participants to navigate the evolving landscape of cannabis education and better equip them to initiate or further develop a cannabis education program of their own.
Curriculums for Cannabis
In an era where many educators are facing looming budget cuts, decreased student enrollment in science degrees, and declining college enrollment overall, the future may appear bleak for higher education in STEM. Cannabis science, as a popular interdisciplinary topic, is a uniquely powerful tool to increase student interest in a wide range of scientific fields, from Chemistry to Biology to Agronomy. A cannabis-based curriculum, when correctly implemented, not only attracts new students to science but sets them up for future success in either academic or industry-related endeavors. The following session highlights student achievement following a cannabis science-based undergraduate or graduate-level education, whether it be specific courses or entire cannabis education programs with integrated research. Presentations will focus on the efficacy and outcomes of these programs from the perspective of students whose cannabis curriculums have resulted in successful scientific endeavors in research and/or industry. Topics should include a discussion of what industry positions or research projects students have moved on to, how students’ cannabis science education proved useful in preparation for currently held positions in industry or academia, and what specifically about the curriculum proved to be most helpful. Are there any skills or knowledge required by a current position that were not taught, and would make especially useful additions to existing curricula? Presentations from current and former students, industrial managers, and educators are all encouraged. By spotlighting how cannabis science promotes positive student outcomes in STEM education, this session hopes to reveal the many benefits a cannabis-based curriculum can provide to students in post-secondary science programs.