Lightning Talk – TLS 2022

A part of 2.3 Lightning Talk session Sarah Shujah, Library Librarian, University of Toronto Scarborough Bill McConkey Academic Director, New Venture Program, and Assistant Professor of Strategy and Entrepreneurship, UTSC Dave Fenton, Industry Partnerships, Innovation, and Work-Integrated Learning Lead, Department of Management, UTSC Mariana Jardim, Liaison Librarian, Management & Economics, Entrepreneurship & Co-op, UTSC Library Al Hearn, Educational Developer for Experiential Learning, The Centre for Teaching and Learning, UTSC Danielle Moed, Experiential Learning Educational Developer, Office of Experiential Learning and Outreach Support, Faculty of Arts & Science Shreyansh Banthia, Computer Science Graduate Student, International, St. George Innovation is [...]

A part of 4.1 Lightning Talk session Janelle Joseph, Assistant Professor, Faculty of Kinesiology and Physical Education This session highlights initial findings from a leadership program that invites students who identify as BIPOC (Black, Indigenous, People of Colour) women at U of T to a movement experience centered around their physical and mental wellness. The program offers learning with and through the body, filling a gap in leadership programs that are overly sedentary and movement programs that are devoid of discussion about leadership skills --even as they are inherent or metaphorical to the movements being performed. Since leaders [...]

A part of 2.3 Lightning Talk session Vivienne Luk, Assistant Professor, Teaching Stream, Forensic Science Program, UTM Traditional subscription-based educational platforms (e.g., Labster, MEL Science, Pearson’s Mastering) are rigid and fixed in their content and activities and require students to pay to access. Even platforms that are advertised as free (e.g., edX, Coursera) only provide limited content, requiring additional cost to unlock a wider range of curriculum that educators cannot further modify for their purposes. Furthermore, with increased emphasis on EDI, a flexible platform allows educators to directly address any inequities and can apply modifications where necessary (e.g., [...]

A part of 6.1 Lightning Talk session Nathalie Moon, Assistant Professor, Teaching Stream, Statistical Sciences, FAS Liza Bolton, Assistant Professor, Teaching Stream, Statistical Sciences, Rebecca Christensen, Dalla Lana School of Public Health, PhD Candidate Michael Moon, Department of Statistical Sciences, PhD Candidate Marija Pejcinovska, Department of Statistical Sciences, PhD Candidate One of the learning outcomes for statistics students in the Specialists – Methods and Practice program is to achieve proficiency in communicating statistical ideas to both technical and non-technical audiences. For a practicing statistician, it is not enough to know how to implement and interpret various statistical techniques, [...]

A part of 6.1 Lightning Talk session Lydia Wilkinson, Assistant Professor, Teaching Stream, Institute for Studies in Transdisciplinary Engineering Education and Practice (ISTEP) Alison McGuigan, Professor, Chemical Engineering, FASE The alumni interview and presentation assignment gives graduate students in our “Research Methods and Project Execution” course an opportunity to connect with an alumnus to learn about their key graduate school experiences and the skills that enabled their success as graduate students and during their transition into a professional career. As such, it is an important vehicle to help our students learn about the valuable skills they are developing [...]

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 4.1 Lightning Talk session Vicki Zhang, Associate Professor, Teaching Stream, Statistical Sciences, FAS I have been championing the pedagogy of narrative mathematics since 2016. In this new first-year seminar course, I deepened this practice by enlisting various forms of media and arts to actively immerse my students in their journey of exploring basic financial math. Students in this course are highly diverse in their academic background, and therefore such a teaching strategy serves two immediate purposes: (1) for students from the humanities, it breaks down the complex financial concepts into less intimidating, relatable human stories; [...]