5.2

A part of 5.2 Lightning Talk session Asal Aslemand, Assistant Professor, Teaching Stream, Mathematical and Computational Sciences Motivated by positive effects of incorporating course projects into teaching and learning statistics courses, I included a semester-long collaborative student-generated course project in an online statistics course. Students were randomly assigned to work in small groups (4 to 5 students) within their tutorial section. The course project was scaffolded and encompassed of eight steps to complete throughout the term. The objective of this course project was to provide students with experiential learning opportunity within the course whereby students learned to collaborate [...]

A part of 5.2 Lightning Talk session Eckhard Schumann, Associate Professor, Teaching Stream, Management, UTM This session is a reflection on a decision to replace traditional exams where students work strictly in isolation, with similar exams, but allowing and encouraging students to actively collaborate during the exam in informal groups. Traditional test and exams have always been a central part of assessment of students specializing in Accounting. The path to becoming a Chartered Professional Accountant (CPA) includes 3 vigorous 5-hour exams over three days (Common Final Exam - CFE). Although other formats of assessment, including assignments, group projects [...]

A part of 5.2 Lightning Talk session Diane Horton, Professor, Teaching Stream, Computer Science, FAS David Liu, Associate Professor, Teaching Stream, Computer Science, FAS Sheila McIlraith, Computer Science, Professor, and Associate Director, Schwartz Reisman Institute for Technology and Society In this session, we will share a pedagogy we have developed to embed ethical considerations into courses in our discipline, computer science. Training students to identify and reason about ethical issues is important well beyond computer science, and indeed universities have for many years incorporated ethics into their curricula in fields such as biology, medicine and engineering. Rather than [...]

A part of 5.2: Lightning Talk session. Positionality Through Reflection on Connections With Land Kerry Taylor, Assistant Professor, Teaching Stream, Criminology & Socio-Legal Studies, FAS Sabeen Kazmi, PhD Candidate (CRI364 Teaching Assistant), Centre for Criminology & Socio-Legal Studies, FAS The session will focus on description, discussion and reflection upon an assignment called, “Connecting and Learning With Land” for CRI364, “Indigenous Peoples & Criminal Justice” (undergraduate 300-level course) at the Centre for Criminology & Socio-Legal Studies. Course facilitator, Professor Kerry Taylor, and teaching assistant, Sabeen Kazmi will share and discuss this assignment in terms of pedagogy, learning objectives, evaluation, [...]

A part of 5.2: Lightning Talk session. Performative Vulnerability as a Classroom Strategy Kate Maddalena, Assistant Professor, Teaching Stream, ICCIT, UTM This session describes an exercise in performative vulnerability as a strategy for enlisting students as collaborators (rather than subordinates) in a classroom as a learning space for instructor and student (rather than only the latter). Specifically, I will describe my own desire, as a new settler in Canada, to actively learn about Canadian indigeneity by teaching the work of indigenous writers. I use a framing activity when I present my syllabus and then I re-introduce that frame [...]

A part of 5.2: Lightning Talk session. Increasing EAL International Students’ Confidence to Participate in Online Classrooms: Using an Anti-Oppressive Framework Yaseen Ali, Learning Strategist, Academic Success Jasjit Sangha Learning Strategist, Academic Success Societal inequity is reproduced on university campuses, in a myriad of ways, from how course curricula are designed to how students are expected to interact in the classroom. For international students who speak English as an additional language (EAL) – many of them racialized – deficiency attitudes around language proficiency such as native-speakerism negatively impact their confidence to participate verbally. EAL international students thus often feel [...]