2.1 Inquiry into Teaching and Learning 2

2.1.1 The Social Justice Classroom: Dismantling racism and Destabilizing Power Structures in Curriculum with Students as Partners
Leanne De Souza-Kenney, Assistant Professor, Global and Public Health in the Human Biology Program and Health Studies Program, Faculty of Arts & Science, Yuchen Jia, Undergraduate Research Student, Nutritional Science Department, Human Biology Department, Statistical Sciences Department

This session explores the transformative potential of anti-racist, inclusive curriculum development using a students as partners (SaP) partnered approach. Rooted in social justice principles, this project highlights how co-creating curriculum with students can dismantle systemic inequities and foster empowered learning environments. By engaging diverse voices, from students with different backgrounds to BIPOC experts in public and global health from the U of T and the surrounding community, we showcase how inclusive learning pedagogy strengthens representation, promotes equity, and enhances critical thinking and self-reflection skills.

In an era marked by global poly-crisis, there is a critical need to address systemic inequities within educational systems. We welcome diverse participants from administration, staff, and faculty to engage in this session that explores practical approaches to integrating interactive and experiential learning activities in the classroom. We provide a case study of our project that involved a SaP approach to curriculum design and co-creation. Students engaged in various activities, from reflective practice, to roundtable discussions and immersive community-based projects, to foster critical thinking and social justice awareness, as they co-produced an anti-racist curriculum. Student feedback underscores the importance of empowering student voice in coursework and offering tangible engagement toward deliverables that foster critical awareness of social justice issues. Students reported growth in their academic development and skills-based competencies, and increased confidence to voice perspectives that challenge structural inequities within and beyond education settings.

This session is designed to foster inclusive, thought-provoking, examination of anti-racist pedagogical approaches using SaP as a tool for equitable human flourishing.

2.1.2 Reimagining Learning Spaces: How Classroom Design Affects Student Engagement and Participation
Karen McCrindle, Associate Professor, Teaching Stream, Centre for Teaching and Learning/Dept. of Language Studies, University of Toronto Scarborough Campus, Safieh Moghaddam, Assistant Professor, Teaching Stream, Department of Language Studies, UTSC

Classroom design can significantly impact how students engage, participate, and connect with course material (Beichner, 2014) and a comfortable environment can help to minimize distractions that may hinder learning (Herman Miller, 2008). Previous research has shown that Active Learning Classroom (ALC) designs are more effective than traditional classrooms in fostering student engagement (Zimmermann et al., 2018) and supporting collaborative learning activities (Clinton & Wilson, 2019). The newly-opened Sam Ibrahim Building at the University of Toronto Scarborough features 21 active learning spaces, including a 500-seat ‘circle in the round’ classroom. The building design supports activity-based, socially-engaged and peer-to-peer learning in active learning classrooms and informal collaboration spaces of varied sizes. We will discuss how the shift from traditional spaces to active learning classrooms can energize instructors and influence student interaction, motivation, participation, accessibility and overall learning. We will argue that, unlike standard setups, where students have limited opportunities to interact with their peers, ALCs and upgraded technology increase proximity and access to the instructor and fellow students. By collecting reflections and feedback from students and instructors, we explore how factors such as seating arrangements, lighting, and technology affect students' sense of connection and belonging, their willingness to participate, and their ability to stay engaged. We will highlight preliminary findings, share best practices for creating an engaging and inclusive classroom environment, and discuss how classroom design can help students thrive. By rethinking classroom design, we can create environments that promote connection, collaboration and deeper learning.