2.2 Spark an Idea 2: Teaching Strategies

2.2.1 A Just-In-Time, Blended Approach to Prerequisite Review
Lisa Zhang, Assistant Professor, Teaching Stream, Mathematical and Computational Sciences, University of Toronto Mississauga, Alice Gao, Assistant Professor, Teaching Stream, Computer Science, Faculty of Arts & Science

Many upper-year courses have prerequisites, but students often struggle to retain prerequisite knowledge, e.g., due to gaps in time and difficulty transferring knowledge to new contexts. While prerequisite review is a well-established educational practice, we believe that its timing, modality, and level of support help ensure that no one is left behind.

Thus, this session describes a teaching strategy used in our third-year machine learning courses at UTM/UTSG to aid in prerequisite review. The timing of the review is “just-in-time” in that specific prerequisite content is timed with each new lecture/module. The modality of the review is online asynchronous, where we ask students to complete 2-4 multiple-choice questions in the week prior to each synchronous lecture. Crucially, each question is accompanied by a short instructional video, allowing students to tailor their engagement based on their needs. Each video includes: (1) an explanation of the multiple-choice question, helping students transfer knowledge to the course context (e.g., understanding new mathematical notation), (2) a conceptual review of the key prerequisite concepts, (3) a worked example of a similar question. This flexible format respects students’ time, allowing them to skip sections as needed.

This session will discuss our implementations of this strategy and student reception, which have been overwhelmingly positive. For example, students said that the resources “gave me more confidence in knowing that I will learn the material that is taught in class”, “allows me to quickly review knowledge faster”, and “made the lecture content less intimidating”.

2.2.2 Supporting Students with Navigating Academic Dialogue
Reshma Dhrodia, Administrative Staff, Faculty of Music, Ely Lyonblum, Strategic Research Development Officer, Faculty of Music

A core tenet of higher education is the freedom to express and discuss views informed by research across disciplines, often revealing divergent sociopolitical viewpoints. Last year, a Civil Discourse Working Group was formed to support the university in fostering an environment for robust dialogue, academic curiosity, and civil engagement on difficult questions.

In response, the Research and EDI offices at the Faculty of Music designed a pilot workshop for students: Navigating Academic Dialogue. This workshop aims to support our communities in discussing sensitive and challenging issues, aligning with the university’s goal to build capacity for civil discourse and our faculty’s commitment to its Values and Community Guidelines.

Academic dialogue in Music communities extends beyond the classroom into theatres, performance after-spaces (bars/restaurants), and social media. Our students navigate intimate relationships in various settings: 1-1 lessons, large choral communities, and small and big ensembles. At this critical juncture, it is imperative to help students engage in civil discourse outside conventional spaces, introducing tools for individual skill-building to foster sustained, engaged, and empowered communities where people feel welcomed through and despite difference.

Offered twice this academic year to graduate students, the workshop provided an opportunity to think and learn about the evolving interdisciplinary field of Music Studies, various spaces where academic dialogue occurs, university guidelines on expression and conduct, professionalism, leadership, managing differences, and constructive dialogue skills. The workshop included two case scenarios unique to Music Studies, inviting personal reflection and group discussion on addressing and moving through difficult moments.

2.2.3 Hundredsof Warnings in Accessibility Checkers! How can ChatGPT and 3D Printing Help?
Tingting Zhu, Assistant Professor, Teaching Stream, Geography, Geomatics and Environment & Mathematical and Computational Sciences,Mike Serafin, Library Technologies & Liaison Librarian, Daniel Zingaro, Mathematical and Computational Sciences, Associate Professor, Teaching Stream, Andrew Petersen, Mathematical and Computational Sciences, Professor, Teaching Stream, University of Toronto Mississauga

In courses that rely heavily on visual content (e.g., diagrams, images, mathematical expressions) ensuring accessibility for blind students presents a significant challenge. This presentation introduces a strategy that integrates ChatGPT and 3D printing to transform traditional teaching materials into accessible formats. By leveraging AI for automated content conversion and 3D printing for integrating multisensory learning, educators can create a more inclusive learning environment. This approach has successfully provided blind students with alternative ways to engage with course content both in and outside of a graph-heavy computer science classroom. Participants will learn practical methods for automating creation of alt text using ChatGPT and designing 3D printing materials to make diagrams tangible. Beyond sharing successful approaches, the presenters will also discuss the wrong turns and key lessons learned through the discovery experience. These insights will help educators anticipate challenges and refine the approaches prior to implementation in their own classroom.