Agenda

Symposium logo - intersections: where learning science meets industrial design

May 1, 2017

Co-hosted by the Centre for Teaching Support & Innovation and the Desautels Centre for Integrative Thinking

Location: Desautels Hall, Rotman School of Management

AGENDA-AT-A-GLANCE

A FULL AGENDA is available 

Registration is now closed.

REGISTRATION
8am – 2pm

WELCOME REMARKS
President Meric Gertler
9am – 9:15am

KEYNOTE
Translating Learning Science into Teaching Practice
Sanjay Sarma, Vice-President for Open Learning, Office of Digital Learning, Massachusetts Institute of Technology (MIT)
9:15am – 10am

PROVOCATION AND TEAM RESPONSE
10:00am – 10:45am

BREAK
10:45am-11am

PROVOCATION AND TEAM RESPONSE: Feedback: The Biggest Broken Loop in Higher Education – and How to Fix It
11am-12pm

LUNCH
12pm – 1pm

CONCURRENT SESSION I
1pm – 2pm

1.1 Research on Teaching & Learning: Writing, Language and Community
i. Empowering students to accelerate their vocabulary expansion in order to engage effectively with their courses
ii. Dissertation boot camps: Developing self-efficacy and building community
iii. Making writing social: Building community and audience through a writing retreat

1.2 Lightning Talks: Powerful Assignments – Ethics and Reflection
i. The Great Genetics Debate: Genome Sequencing and Designer Babies
ii. Ethics for Future Financial Professionals – strategies to incorporate ethics education into a technical curriculum
iii. Reflection assignments in humanities community-engaged learning courses

1.3 Lightning Talks: Building Connections, Deepening Learning
i. Helping Students Become ‘Expert’ Learners by Actively Building Connections Between Course Concepts
ii. Scientific writing across the core Biology curriculum
iii. The development of a basic assessment package for evaluating the effectiveness of writing instruction

1.4 Symposium-You: Graduate Training and Development
i. Graduate TA Training at the Department Level: A Reflection on Successful Strategies and Moving Forward
ii. Sharing Best Practices of Graduate Professional Development Courses

1.5 Lightning Talks: Modes of Experiential Learning
i. Collaborative development and integration of a re-usable learning module in health science education
ii. Work-Integrated Learning – Not just co-op
iii. Experiential Course to Improve Career Readiness

1.6 Symposium-You: Designing for Student Mental Health
i. How much stress is enough for students and should there be any when re-designing the curriculum and courses?
ii. To Be or Not to Be?: Building Student Resiliency at U of T

1.7. Interactive Workshop: Simulation 101: Fundamentals of Experiential Learning and Assessment

1.8: Interactive Workshop: Introducing “learning how to learn” principles into a 3rd year course: Concepts and impact on the student experience

BREAK
2pm – 2:15pm

CONCURRENT SESSIONS II
2:15pm – 3:15pm

2.1 TALint at the University of Toronto: Launching and Sustaining an Internship Program

2.2 Constructing and Implementing a New Assessment Methodology in a Large Undergraduate Classroom

2.3 Curating experiences: Dimensions of LxD

2.4 Research on Teaching & Learning: Designing for Online Learning
i. Student reactions to receiving various forms of online help
ii. Getting and keeping their attention: Scalable design strategies
iii. Who enrols and who succeeds in an online programming course?

2.5 Lightning Talks: Intersections – Where Assignments Meet Experience   
i. Engaging industry in the classroom: the design of an informational interview assignment to enhance understanding of professional communication
ii. The flipped placement: a renewed approach to work-integrated learning in the Master of Professional Kinesiology curriculum
iii. Nifty assignments: Student-designed outreach activities enhance their learning in an advanced biology course

2.6 Research on Teaching & Learning: Supporting Student Learning Through Course and Instructional Design
i. Mixed Response of Students to a Blended Format in an Introductory Nutrition Course
ii. Fit-Breaks: A Physical Activity-Based Intervention for the University Classroom
iii. Supporting Mathematics Undergraduate Students to Improve Academic Skills

2.7 Lightning Talks: Instructional Design for the Contemporary World
i. Teaching AIDS, Aids to Teaching: Queer Pedagogy and the Epidemic
ii. Challenges and Opportunities – Chinese Curriculum Change at UTM
iii. Indigenizing Curriculum and Pedagogy at the University of Toronto Mississauga

2.8 Symposium-You: Deepening Student Understanding and Engagement
i. Houston, we have a problem! Major misconceptions retained by 3rd-year students
ii. Capturing Student Attention and Achieving True Learning in an Online Course Setting

BREAK
3:15pm – 3:30pm

CONCURRENT SESSIONS III
3:30pm – 4:30pm

3.1 Creating Pathways for Sustainability in U of T Courses

3.2 I meant to say that!: How purposeful errors can produce greater levels of active learning

3.3 Laying the Groundwork: Getting started with a curriculum change initiative

3.4 Research on Teaching & Learning: Investigating Student Skills and Perceptions
i. A randomized encouragement study of weekly emails to improve students’ attitudes towards statistics
ii. Visible learning and skill acquisition: applying insights from the science of learning to support student mastery of chemical nomenclature
iii. Investigating first-year undergraduate student workload in engineering

3.5 Lightning Talks: Innovations Across Courses and Curricula
i.  A cursed BME curriculum: Our intentions and results
ii. Using the Active Learning Classroom Multimodally
iii. The Virtual Mystery: Online hybridized problem-based learning in large courses

3.6 Symposium-You: Training Health Professionals
i. Competency-based education: Developments, Opportunities and Challenges
ii. Creating a “Lab” in the Classroom When Training Graduate Health Professionals

3.7 Lightning Talks: Powerful Assignments II –  Effective Design for Effective Learning
i. Designing social science research projects so as to overcome confirming bias
ii. Learning science: modeling biology
iii. Modular assignments following a modular lecture format

3.8 Teaching Holistic Competence in Professional Programs Using Simulation-Based Learning

RECEPTION
Closing remarks by Cheryl Regehr, Provost
4:30pm – 5:30pm

 

If you have any questions about the Teaching & Learning Symposium agenda, please contact Erin Macnab, CTSI Programs Coordinator at erin.macnab@utoronto.ca.