Accepted Poster – TLS 2021

A part of 5.3: Inquiry on Teaching and Learning Poster + Talk session. Reflecting on Two Years of Collaborative Testing: Students’ Learning, Feedback, and Lived Experiences Danielle Bentley, Assistant Professor, Teaching Stream, Surgery, Division of Anatomy James Faul, BSc., MSc. Candidate Victoria Melo, BSc. candidate Tamara Rosner, PhD, Matthew Magliozzi, BSc., BSc. and Advanced Diploma candidate Yashi Ballal, H.BSc, B.MRSC candidate Research Aim: Two-stage collaborative testing has been shown to improve retention of course material via final exam performance (Cortright et al., 2003; Fournier et al., 2017; Vazquez-Garcia, 2018). These conclusions are drawn from comparisons of independent cohorts [...]

A part of 5.3: Inquiry on Teaching and Learning Poster + Talk session. Fostering Academic Integrity in First-Year Courses Chester Scoville, Associate Professor, Teaching Stream, English and Drama, UTM) Michael Kaler, Assistant Professor, Teaching Stream, Institute for the Study of University Pedagogy, UTM Christoph Richter, Associate Professor, Teaching Stream, Biology, UTM Steve Szigeti, Assistant Professor, Teaching Stream, Institute of Communication, Culture, Information and Technology, UTM If we are to foster a culture of academic integrity in our teaching, we need to understand how our students view this issue, especially as they begin their university careers. Further, we need [...]

A part of 3.3: Inquiry on Teaching and Learning Poster + Talk session. Assessing the Development of Sentence-Level Writing Competence in a Second Year Science Course Jonathan Vroom, Assistant Professor, Teaching Stream, Institute for the Study of University Pedagogy, UTM Michael Kaler, Assistant Professor, Teaching Stream, ISUP, UTM Christoph Richter, Associate Professor, Teaching Stream, Biology, UTM While many post-secondary teachers have mixed feelings on the merits of giving students sentence-level (grammatical and syntactical) feedback, recent research suggests that students do in fact want and expect this feedback (Lee, 2004; Blaauw-Hara, 2006; and Elwood & Bode, 2014). Moreover, when [...]

A part of 3.3: Inquiry on Teaching and Learning Poster + Talk session. Investigating the Impact of Optional Group-work on the Student Experience Jonathan Calver, Teaching Stream, Post Doc/Course Instructor (CUPE 3902, Unit 1), Computer Science, FAS Michelle Craig, Professor, Teaching Stream, Computer Science, FAS Jennifer Campbell, Professor, Teaching Stream, Computer Science, FAS We discuss the motivation for a current research study ongoing in the Department of Computer Science, describe the data collected, and present preliminary results. The study investigates the impact of allowing students to optionally work in small groups (1-3 students) on assignments in first year and [...]

A part of 2.3: Inquiry on Teaching and Learning Poster + Talk session. Online teaching practices which are beneficial for students’ mental health and well-being Shivon Sue-Chee, Sessional (CUPE 3902, Unit 3)/CLTA, Statistical Sciences, FAS Ruth Crasto, Computer Science, BSc. Candidate, FAS Daniel An, Psychology/OISE MA. Graduate Course instructors can have a significant impact on students’ well-being during the pandemic. This poster will present findings from a reflective inquiry study which will examine students’ perception of certain teaching practices from their online classroom that had a positive impact on their well-being. Students will be recruited from several large [...]

A part of 2.3: Inquiry on Teaching and Learning Poster + Talk session. Attitudes and Approaches toward Indigenization in Psychology: A National Survey of Faculty Ashley Waggoner Denton, Associate Professor, Teaching Stream, Psychology, FAS Anuki Amarakoon, Undergraduate Student, Psychology, FAS For generations, post-secondary institutions have been a part of a dominant settler culture whose actions contributed to the continued marginalization of Indigenous people. As a step towards recognition and reconciliation, the Truth and Reconciliation Commission published 94 “Calls to Action”, which included direction to post-secondary institutions “to integrate Indigenous knowledge and teaching methods into classrooms” (TRC, 2015, p. [...]