1.4 Open Mic Sessions

1.4.1 ThePower of Presence: Centering In‑Person Communication in a Digital‑Heavy Era
Alexandra Motut,Assistant Professor, Teaching Stream, Rotman School of Management  

Filteringthe Noise: Tools, Trends, and Tensions        

I describehow my commitment to in-person, real-time assessment in a second-year businesscommunications course cuts through the noise of a digital-heavy teachinglandscape and helps students understand what matters most in communicatingeffectively with others.

In an era ofoverwhelming AI-powered tools and asynchronous convenience, I structure mycourse around one core principle: students learn communication best when theymust communicate in real time, in person, with real people. This singlestrategic commitment underpins every major assessment and helps students tuneout digital noise and tune in to authentic human interaction.

All majorassignments require students to perform, collaborate, or connect live. Studentsdeliver small-group presentations in rooms with a TA and five peers, respondingto audience cues and managing real-time dynamics. Each student meets with meindividually during office hours—a deliberately analog, relationalassessment—to practice professional one-to-one communication of feedback. A“coffee chat” assignment requires students to conduct a real-world conversationwith someone outside the classroom and record it for feedback, emphasizingreal-life conversation skills. Students also record a video presentation live,in front of a peer and a TA, reinforcing the embodied nature of the course.Out-of-class practice opportunities include peer-to-peer workshops and coachingappointments at the writing and communications centre.

By makingpresence—not paperwork—the central mode of assessment, students developgrounded, practical communication skills that written, asynchronous taskscannot capture, while overall engagement and focus increase. This approach iseasily adaptable to other disciplines seeking meaningful, high-impact learningexperiences.

1.4.2 Indigenizationof Higher Education Curriculum – Insights from a collaborative initiative of“One Dish One Spoon” faculty mentorship project
Tanzina Mohsin,Assistant Professor, Teaching Stream, Physical and Environmental Sciences, UTSC          
Elizabeth O'Brien, Librarian, UTSC
Donald Butler, Anthropology
Heidi Daxberger, Physical and Environmental Science

SustainingResonance: Lessons, Insights, and Impact

This sessionshares lessons and a practical, transferable model from a completed UTSCfaculty mentorship initiative grounded in One Dish, One Spoon responsibilitiesand relationship-centered approaches to teaching and learning. The projectsupported faculty, librarians, staff (and some students) in building confidenceand competence to integrate Indigenous Knowledges and decolonizing pedagogiesinto curriculum without tokenism, by prioritizing relationship, place,reciprocity, and reflective practice.

Aninterdisciplinary team of faculty-librarian convened a sequence of land- andplace-based learning circles: one multi-day retreat in a natural setting andseveral one-day gatherings on/off campus sessions, each guided by IndigenousKnowledge Keepers, Elders, and Indigenous scholars. Across formats, the samecore structure was used: circle-based dialogue, land-/place-based learning,guided reflection prompts and peer-supported “translation” of insights into“course” actions. The session focuses on a central theme: improving impact byprotecting the signal (relational learning, cultural safety, accountablepartnership) while reducing the noise (logistics, honoraria processes,unsuitable spaces, communication constraints on protocols).

Attendeeswill receive practical “Retreat-to-Course Mapping Ideas” that helps educatorsmove from learning experience → course touchpoints → student activities →reflection/feedback, alongside a short implementation checklist. The sessionwill also highlight the value of interdisciplinary and library partnership forethical resource pathways and sustainable curation of teaching resources.Participants will leave with concrete options to adopt the model at differentcontexts, a short list of do’s/don’ts for Indigenous relationship-centeredengagement, and options for sustainable scaling such as recurring retreats, book club models, and shared repositories ofvetted resources while keeping the principles intact.

1.4.3 Connectionat Scale: Efficient Strategies for Personalized, Empathic Feedback
Kathleen Yu,Associate Professor, Teaching Stream, Economics, UTM

Amplifyingthe Signal: Connection, Engagement, and Civil Discourse          

In manyclassrooms, students often wonder whether their professors truly see them orcare about their individual learning experiences. This session explores ascalable, relationship‑centeredcommunication strategy that strengthens human connection in large‑enrollment courses by making feedbackpersonal, timely, and grounded in care through personalized emails to studentsafter every major assessment.  Thesession highlights how intentional, individualized outreach can amplifyclarity, empathy, and (most importantly) be efficiently accomplished even whenhundreds of students are involved. Although this session draws on experiencesfrom a high‑enrollmentcourse, the strategy can be easily adapted to small- and medium-sized coursesas well.

The approachcenters on acknowledging students’ efforts, recognizing their progress, andoffering supportive pathways forward after key assessments. It reframesfeedback as an opportunity to build trust, foster dialogue, and affirmstudents’ sense of belonging. Students consistently report feeling seen,supported, and motivated when they receive personalized communication thatmeets them where they are, whether they excelled, struggled, or simply madeincremental gains. These messages become touchpoints that humanize the learningexperience and open doors to deeper conversations about study strategies,challenges, and a growth mindset.

Participantswill consider how this model can be adapted across disciplines, modalities, andclass sizes to encourage meaningful engagement. The session will also addresspractical strategies for implementing individualized communication efficientlyand sustainably. Ultimately, this approach demonstrates that even in largeclasses, small acts of personalized connection can profoundly shape students’confidence, resilience, and willingness to engage in the shared work oflearning.