Lightning Talk – TLS 2021

A part of 2.2: Lightning Talk session. Physical Sciences Research Experience – a model for co-designing lab experiences with students, for students Kris Kim, Assistant Professor, Teaching Stream, Physical & Environmental Sciences, UTSC Effie Sauer, Associate Professor, Teaching Stream, Physical & Environmental Sciences, UTSC Lana Mikhaylichenko, Associate Professor, Teaching Stream, Physical & Environmental Sciences, UTSC Laboratory courses have traditionally served as opportunities to support students’ development across a wide range of skills, while also offering spaces to be creative, for both students and faculty alike. While creating new laboratory exercises can be exciting and rewarding, offering new [...]

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 [...]