5.5 Open Mic Sessions

5.5.1 Beyond the Literature Review: Modernizing Scientific Writing Assignments
Naijin Li, Assistant Professor, Teaching Stream, Human Biology Program, FAS

Sustaining Resonance: Lessons, Insights, and Impact

This session showcases a novel scientific manuscript assignment that has been developed for an advanced undergraduate neuroscience course. The assignment replaces traditional literature reviews with an authentic simulation of the research process whereby students formulate a focused neurobiological question, design an experimental pipeline, analyze three provided datasets based on core neuroscience methodologies, and communicate their findings in a professional manuscript format. Students also complete structured peer reviews that mirror scholarly publishing practices. Since the assignment requires students to engage in authentic research reasoning rather than produce summaries, it inherently limits the potential for inappropriate use of generative AI, as students must interpret raw experimental findings and integrate them into a cohesive scientific narrative. Furthermore, the assignment supports students in their preparation for graduate school or careers in research by strengthening competencies in data interpretation and scientific communication. This session will share the structure of the assignment, examples of the workflow, reflections on implementation, and student responses. Participants will gain concrete strategies for designing assignments that promote authentic learning and address academic integrity concerns in the context of generative AI. The approach is adaptable across disciplines that incorporate empirical data, analytical reasoning, and research communication.    

5.5.2 Using an Anatomy Museum Visit to Support Learning in a First-Year Pathophysiology and Pharmacology Course for Nursing Students
Judith Coulson, Assistant Professor, Teaching Stream, Lawrence Bloomberg Faculty of Nursing
Jana Lok, Assistant Professor, Teaching Stream, Lawrence Bloomberg Faculty of Nursing

Amplifying the Signal: Connection, Engagement, and Civil Discourse

This session presents a focused experiential teaching strategy involving a visit to a university anatomy museum for first-year students in a second-entry accelerated nursing program as part of their Pathophysiology and Pharmacotherapeutics course.  With the increasing use of clinical simulation in health professions training, opportunities for learners to directly work with human specimens that show variability in anatomical abnormalities are becoming more limited. Our aim was to introduce real-world anatomical specimens that aligned with course topics while integrating ethical and psychological considerations.

The experiential learning opportunity was first implemented in the Winter 2026 semester with 236 students.  Students signed donor respect declarations prior to the one-hour visit. Each visit followed a structured sequence (adapted from the INACSL Simulation Standards) consisting of a pre-brief to establish expectations and normalize emotional responses, self-directed museum exploration supported by a faculty-developed guidebook, and a guided debrief to consolidate learning and process emotional responses. Students completed a self-reflection assignment after the visit, and those uncomfortable visiting the museum received an alternative assignment.

Student feedback collected through an anonymous survey indicated meaningful educational impact. Learners indicated the experience significantly enhanced their understanding of anatomical structures compared to traditional learning methods. They valued the opportunity to explore real specimens and described the experience as meaningful and highly relevant to clinical learning. Identified challenges included crowding around specimens, limited time, and emotional discomfort.

The session will illustrate how a structured pedagogical practice can support engagement, donor respect, and deeper conceptual understanding in settings involving sensitive subject matter.

5.5.3 Amplifying Connection Through Poetry: Teaching Academic Writing as a Human Practice
Kanika Verma, Sessional Instructor, Institute for the Study of University Pedagogy (ISUP), UTM

Amplifying the Signal: Connection, Engagement, and Civil Discourse          

In first-year academic writing classrooms, students often experience writing as a rigid, anxiety-producing task governed by rules rather than meaning. This Open Mic session presents a creative teaching practice that uses poetry to amplify clarity, connection, and inclusive dialogue in writing instruction.

The session features a short performance of an original lyrical–narrative meta-poem that reflects on my pedagogical practice as an academic writing instructor who comes to teaching through poetry. The poem itself functions as a teaching strategy: it performs key writing concepts—such as writing as process, metacognition, rhetorical awareness, and community—rather than explaining them abstractly. Through rhythm, repetition, and reflective pauses, the poem models attentive listening, empathy, and relational meaning-making.

Following the performance, I briefly explain how I use poetry in undergraduate writing classrooms to foster trust, reduce fear around academic writing, and create space for meaningful conversation. By reframing academic writing as a human and dialogic practice, this approach supports civil discourse and inclusive engagement, particularly among students who feel alienated by prescriptive writing norms. Poetry becomes a shared entry point that invites multiple voices, experiences, and literacies into the learning space.

This Open Mic session speaks directly to the symposium stream “Amplifying the Signal: Connection, Engagement, and Civil Discourse” by demonstrating how creative, arts-based pedagogy can cut through distraction and polarization, strengthen classroom climate, and engage students in reflective, respectful dialogue. Participants will leave with a concrete, adaptable strategy for using poetry to build connection and belonging in writing-focused courses.